Measuring Students’ Self-concept: Instrument Development and Validation Using Exploratory Factor Analysis
DOI:
https://doi.org/10.21831/jpms.v14i2.96861Keywords:
Construct validity, Content validity, Instrument development, Students' self-conceptAbstract
This study aims to develop and examine the validity and reliability of an instrument designed to assess students’ self-concept using an exploratory factor analysis (EFA) approach. A quantitative survey was conducted with 120 high school students in Pekanbaru, Indonesia, using a 12-item Likert-scale instrument. Content validity was established using Aiken’s V, with all items exceeding 0.80. Construct validity was examined through EFA. The Kaiser-Meyer-Olkin (KMO) value was 0.752, and Bartlett’s test was significant (p < 0.001), indicating data suitability. The analysis identified three factors: self-appearance, chemical knowledge, and evaluation of chemistry learning experience explaining 54.7% of total variance, with loadings above 0.30. The instrument showed good reliability (Cronbach’s alpha = 0.806). These findings indicate that the instrument is valid and reliable for assessing students’ self-concept in chemistry learning.
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