Validation construct: Confirmatory Factor Analysis (CFA) instruments scientific communication skills students in learning physics

Abstract

Scientific communication skills into competencies required of students in the 21st century scientific communication must be owned that is orally or in writing. This research aims to develop assessment instruments scientific communication skills of students in physics. Scientific communication skills assessment instrument is a synthesis developed into five indicators. Instruments tested on students of SMAN 6 Yogyakarta. The instrument was developed to test the construct using LISREL. LISREL analysis used in the form Confirmatory Factor Analysis (CFA) to see how the fit between indicators developed models. The results showed that scientific communication instrument had a reliability 0.82. Criteria for each item has a value infit meansquare 1:01 with grain criteria fit with the model of Rasch (meansquare infit ≤ 0.77 ≤ 1.33) with both criteria. Loading factor of each item instrument has a value of> 0.3. The results validate the results obtained construct second order confirmatory factor analysis (CFA) on 17 items results showed that p-value = 0.27505 (p> 0.05) and RMSEA = 0.031 (RMSEA> 0.05). By loading factor> 0.3 and t-value> 1.95 so that the item is valid and thus fit modelDengan scientific instruments developed communication skills can be used to measure scientific communication skills of students in physics.

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

“…They are comprised of performance tests and diagnostic tests. Performance tests are designed to measure diverse forms of students' performance on physics learning, including cognitive test [97], higher order thinking skills (HOTS) [95,158,159], critical thinking skill [160], representation [161][162][163][164][165][166], data literacy [167], digital literacy [168], science process skills [169,170], problem solving skills [171,172], inductive thinking [173], visual literacy [174], communication skills [175], analytical thinking skills [176], and scientific literacy [177]. Moreover, several diagnos-tic tests are also established by the Indonesian PER authors to detect potential students' misconceptions [178][179][180][181][182], lack of representation ability [183][184][185], lack of higher order thinking skills (HOTS) [186], lack of critical thinking skills [160], lack of problem-solving skills [184], lack of data literacy [187], as well as the lack of understanding throughout astronomy class [188].…”

“…We argue that this second topic can be distinguished from other topics in its focus on the dissemination of the robust methodology to design, examine, and evaluate the developed measurement tools for physics education. Several validity studies have been introduced including content validity [88], factor analysis [175], Rasch model [97,[188][189][190][191], and engaging modern measurement theory of dichotomous and polytomous response model [94,192] from item response theory (IRT). Additionally, our RBAs are designed through several mediums including computer aided tests [160,193], computerized adaptive tests [194], two-to six-tiered tests [160,[180][181][182]188], and other forms of the test let [195].…”

Top 100 Cited Research of Confirmatory Factor Analysis (CFA) in Education From 2012 to 2021

“…CFA can categorize questions related to force concept inventory (Eaton & Willoughby, 2018). By using CFA analysis, you can find out STARA's competence so that can find out the next step to improve competence in technology, smart technology, artificial intelligence, robotics, and algorithms (Ogebeibu et al, 2021;Yudiatmaja et al, 2021;Oktasari et al, 2019;Hidayat et al, 2018). The student's skill analysis instrument can use the LISREL program to determine the relationship between fit indicator items (Hanghon & Rinthaisong, 2018).…”