Efikasi Kendiri Sebagai Moderator antara Metakognitif dan Resilien dalam Kalangan Guru Bimbingan dan Kaunseling di Sarawak

Yusoff, Azuwani Binti Mohd; Madihie, Amalia; Hutasuhut, Ida Juliana

doi:10.47405/mjssh.v8i1.2038

Cited by 1 publication

(1 citation statement)

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“…The primary goal of factor analysis is to condense information, making it easier to describe and comprehend relationships and patterns (Yong & Pearce, 2013;Hair et al, 2019;Panahi et al, 2023;Steenkamp & Olivares, 2023). While CFA is a statistical method utilized to evaluate the validity of a previously proposed or established factor structure or measurement model (Brown, 2015;Brauer et al, 2023;Panahi et al, 2023;Yusoff et al, 2023). In instrument development, it is necessary to assess the validity and reliability of the measuring instrument to be used.…”

Section: Introductionmentioning

confidence: 99%

Development of character assessment instrument on English learning for middle school students

Manggaberani,

Putro

2024

RADEN

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There is a present-day necessity to construct character education assessment instruments in English courses. Employing the ADDIE development model, this research undergoes stages encompassing analysis, design, development, implementation, and evaluation to craft a meticulously designed assessment instrument. The resulting instrument is a self-assessment for English subjects, subjected to scrutiny through both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument attests to content validity, indicated by an Aiken index of 0.955, and construct validity using EFA & CFA. Outcomes showcasing loading factor values exceeding 0.4 for each item and the model for measuring student character aligns seamlessly with the hypothesized model, substantiated by statistical results of p-values = 0.056; CFI = 0.979; TLI = 0.972; RMSEA = 0.031; SRMR = 0.055. Furthermore, the item reliability in each dimension/factor surpasses 0.7. The study's revelations uncover that 46% of students predominantly concentrate on character development, while 35% prioritize character emphasis. Cultivated character for 14%, whereas a mere 5% of students necessitate guidance. This instrument not only guides educators and researchers in developing character assessment tools but also meets valid and reliable criteria, ensuring credibility and usability across various education levels.

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