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JPLED
Published by Global Action and Education for Society
ISSN : -     EISSN : 28091205     DOI : 10.58737
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Practice Learning and Educational Development is an open access, peer-reviewed, scientific journal published by GAES (Global Action and Education for Society). The aim of this journal is to publish articles dedicated to the latest outstanding developments in the field of education. It includes teaching practice and educational development in early childhood education, basic education, secondary education, higher education, and vocational education in formal, non-formal, and informal education systems. This journal was first published in March 2021, publish quarterly (March, May, August, and November). Changes have been published quarterly since 2023.
Arjuna Subject : Umum - Umum
Articles 31 Documents
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Search results for , issue "Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED)" : 31 Documents clear
Content Validity of Student Perception Instrument on School Educational Management Helmiyatun; Taqiudin , Muhamad; Ahmad
Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i1.422

Abstract

This study aims to evaluate the content validity of an instrument developed to measure students' perceptions of educational management in upper secondary schools (SMA). Given the crucial role of school management in shaping students' learning experiences and academic achievement, a valid instrument is essential for comprehensively assessing students' perceptions. This study employs a quantitative approach using content validity analysis with Aiken’s V index. The validation process involves four experts in educational management as raters. The findings indicate that most instrument items exhibit moderate to high content validity, with Aiken’s V values ranging from 0.50 to 1.00. These results suggest that the developed instrument is suitable for assessing students' perceptions of school management effectiveness. However, some items require refinement to enhance clarity and alignment with the measured concept. This study provides a significant contribution to educational evaluation by offering an instrument that can serve as a reference for policymakers and educators in improving school management effectiveness. Further studies are recommended to examine construct and criterion validity and assess the instrument's reliability to ensure its applicability in various educational contexts.

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