<![CDATA[In recent years, adolescents face increasing academic demands and evaluative pressures that can affect their ability to persevere and adapt positively to learning difficulties. Within this context, the need for accurate measurement of academic resilience has become increasingly important in educational psychology research. This study seeks to evaluate the psychometric quality of an academic resilience instrument developed from the conceptual framework of the Academic Resilience Scale (ARS-30) and adapted to reflect the Indonesian cultural context. The instrument comprises 36 items and was administered to a sample of 100 senior high school students in West Java. Item analysis was carried out using the Rasch model to assess item fit, reliability, person–item separation, response category functioning, and the overall measurement structure. The findings indicate that the majority of items performed adequately in capturing the construct of academic resilience. The instrument demonstrated good internal consistency (Cronbach’s alpha = 0.88) and showed an adequate ability to differentiate students’ response patterns. In addition, the results of the unidimensionality analysis support the assumption that the instrument consistently measures a single underlying construct. Overall, these findings suggest that the instrument possesses satisfactory measurement properties and is appropriate for assessing academic resilience among senior high school students in Indonesia.]]>
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