<![CDATA[Abstract: Character intelligence is proposed as an integrative construct that combines reflection, self-regulation, empathy, resilience, and prosocial harmony in educational contexts. Existing character-related instruments generally provide scale scores, whereas educators often need a more interpretable profile to identify relative strengths and areas for development. Objective: This study aimed to develop and conduct an initial psychometric validation of the Character Intelligence Index (Indeks Kecerdasan Karakter/IKK) for students and university students. Method: The study used a modified research and development approach with a quantitative cross-sectional field trial. The initial 30-item pool was reviewed by three experts and refined into a 25-item Likert instrument covering five dimensions: Character Reflection, Character Regulation, Character Empathy, Character Resilience, and Harmony Action. Data from 55 complete responses were analyzed using Exploratory Factor Analysis with Principal Axis Factoring and Oblimin rotation, followed by internal consistency testing using Cronbach’s Alpha. IKK scores were calculated through min-max normalization and equal theoretical weighting across dimensions. Results: The data showed acceptable factorability for preliminary analysis (KMO = 0.876; Bartlett’s test p < 0.001). The five-factor exploratory solution explained 68.4% of the variance, with primary loadings ranging from 0.678 to 0.856. Four items showed moderate secondary loadings but were retained because their highest loadings remained consistent with the theoretical dimensions. Reliability was high for each dimension (α = 0.84-0.89) and for the overall scale (α = 0.93). The average IKK score was 64.7, placing the sample descriptively in the Competent category, with Empathy as the strongest dimension and Regulation as the lowest dimension. Conclusion: The IKK shows promising initial internal structure and reliability; however, due to the limited sample size and the absence of external validity evidence, the index should be regarded as a preliminary character-mapping prototype rather than a definitive diagnostic instrument. Further studies with larger and more diverse samples, confirmatory factor analysis, test-retest reliability, measurement invariance, and criterion validity testing are required. Abstrak: Kecerdasan karakter diajukan sebagai konstruk integratif yang memadukan refleksi, regulasi diri, empati, ketangguhan, dan aksi prososial-harmonis dalam konteks pendidikan. Instrumen karakter yang telah tersedia umumnya menghasilkan skor skala, sedangkan pendidik sering membutuhkan profil yang lebih interpretatif untuk mengenali kekuatan dan area pengembangan peserta didik. Tujuan: Penelitian ini bertujuan mengembangkan dan melakukan validasi psikometrik awal terhadap Indeks Kecerdasan Karakter (IKK) pada siswa dan mahasiswa. Metode: Penelitian menggunakan pendekatan penelitian dan pengembangan yang dimodifikasi dengan uji coba lapangan kuantitatif potong lintang. Kumpulan awal 30 butir ditelaah oleh tiga ahli dan disempurnakan menjadi instrumen Likert 25 butir yang mencakup lima dimensi: Refleksi Karakter, Regulasi Karakter, Empati Karakter, Ketangguhan Karakter, dan Aksi Harmoni. Data dari 55 respons lengkap dianalisis menggunakan Analisis Faktor Eksploratori dengan Principal Axis Factoring dan rotasi Oblimin, kemudian diuji konsistensi internalnya menggunakan Cronbach’s Alpha. Skor IKK dihitung melalui normalisasi min-maks dan pembobotan teoretis setara pada setiap dimensi. Hasil: Data menunjukkan kelayakan awal untuk analisis faktor (KMO = 0,876; Bartlett’s test p < 0,001). Solusi eksploratori lima faktor menjelaskan 68,4% varians, dengan loading utama berkisar 0,678 sampai 0,856. Empat butir menunjukkan secondary loading sedang, tetapi dipertahankan karena loading tertinggi tetap sesuai dengan dimensi teoretis. Reliabilitas setiap dimensi tergolong tinggi (α = 0,84-0,89) dan reliabilitas skala keseluruhan mencapai α = 0,93. Rata-rata IKK sebesar 64,7 sehingga secara deskriptif sampel berada pada kategori Kompeten, dengan Empati sebagai dimensi terkuat dan Regulasi sebagai dimensi terendah. Kesimpulan: IKK menunjukkan bukti awal yang menjanjikan dari segi struktur internal dan reliabilitas; namun, karena ukuran sampel terbatas dan belum ada bukti validitas eksternal, indeks ini perlu diposisikan sebagai prototipe pemetaan karakter awal, bukan instrumen diagnostik final. Penelitian lanjutan dengan sampel lebih besar dan beragam, analisis faktor konfirmatori, reliabilitas test-retest, measurement invariance, dan validitas kriteria masih diperlukan.]]>
