The construct validity and reliability of the lesson plan assessment instrument in primary schools

Abstract

This study aims to prove the construct validity of the lesson plan assessment instrument in primary schools. In addition, the purpose of this study is to estimate the reliability of lesson plan instruments in primary schools. This research uses a descriptive quantitative approach that is carried out on professional teacher education students at Universitas Negeri Gorontalo, Universitas Negeri Yogyakarta and Universitas Islam Negeri Makassar. The subjects of this study were 516 randomly selected students. Data collection is done through documentation of the results of assessments from the field supervisor of each student. The data analysis technique used is confirmatory factor analysis and composites score reliability. The results showed that the lesson plan assessment instrument was measured by 25 items spread over 4 indicators. All items in the lesson plan assessment instrument indicators are construct valid after being tested through confirmatory factor analysis. In addition, the lesson plan assessment instrument in this study was reliable and had a fairly high construct reliability coefficient of 0.92.

Principal component analysis on bullying measurement models in schools

“…This shows that there has been a match between the theoretical model and the empirical model that has been tested Shi et al, 2019). Another thing can be said that the research findings are in accordance with the theoretical model (Otaya et al, 2020;Tungkunanan, 2020). This is the basis for standardising the assessment model to be used.…”

Validity and Reliability of Child-Friendly School Policy Evaluation Instruments in Primary Schools: Confirmatory Factor Analysis

“…Another unit of analysis is the validity of the CFS evaluation instrument by looking at the results of the loading factor on each indicator; the contribution of the loading factor on all indicators, both context, input, process, and product, all obtained a value of more than .50 which indicates that all measuring items that build CFS policy evaluation instruments have been able to measure their indicators significantly (Nurhayati et al, 2022). This is by the measurement point of view, which states that construct validity shows the extent to which the instrument can see or measure the aspects to be measured (Herwin & Nurhayati, 2021); this is also following the exposure (Otaya et al, 2020), which states that construct validity is used to prove that the instrument made is proven valid in terms of its construct. Thus, based on this research, the CFS policy evaluation instrument in elementary schools can reflect the conditions for implementing CFS policies.…”

School connectedness instrument’s testing with the Rasch model for high school students during the COVID-19 pandemic

“…Another thing that can be explained is that this reliability also shows consistency. This means that this instrument will still give relatively the same results even though the measurements are carried out several times (Herwin & Mardapi, 2017;Otaya et al, 2020). Therefore, it can be described that the school connectedness instrument for high school students in Yogyakarta can be used to carry out measurements consistently.…”