Psychometric evaluation of a social-emotional competence assessment instrument for high school students: Evidence of construct validity and reliability
DOI:
https://doi.org/10.21831/reid.v11i2.89685Keywords:
social emotional competence, confirmatory factor analysis, instrument development, assessment instrumentAbstract
Social Emotional Competence (SEC) was one of the essential competencies in 21st-century education, playing a crucial role in students’ personal and social development. However, valid and reliable instruments for assessing SEC for high school students in Indonesia were still limited. The instrument used in this study was adapted from the CASEL framework, which encompassed five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The adaptation process involved contextual and linguistic adjustments to align with the characteristics of Indonesian students. This study aimed to examine the validity and reliability of the adapted SEC assessment instrument. The research subjects consisted of 220 high school students in Demak who responded to a questionnaire. This study was categorized as descriptive quantitative. Construct validity was tested using CFA, while reliability was estimated using Cronbach’s alpha. The construct validity test produced model feasibility indices with CFI = 0.928, TLI = 0.9109, SRMR = 0.0534, and RMSEA = 0.0601. These results indicated that the measurement model demonstrated good feasibility. Based on the CFA analysis, 25 items were declared valid. Of these, 22 items had loading factor values greater than 0.5, while three items had loading factor values below 0.5. Despite the lower factor loadings, these three items were retained because they represented essential indicators. However, the item statements were revised to improve clarity and better represent the intended construct. The internal consistency reliability test showed a Cronbach’s alpha coefficient of 0.942. Since the coefficient value exceeded 0.70, the instrument could be considered reliable.
References
Assessment Work Group. (2019). Student social and emotional competence assessment: The current state of the field and a vision for its future. Collaborative for Academic, Social, and Emotional Learning.
Astuti, S., Pramudiani, P., Masykuroh, K., & Ulfah, S. (2021). Sinergitas guru dan orang tua dalam integrasi nilai karakter pada pembelajaran daring di masa pandemi COVID 19. Jurnal Pendidikan Karakter, 12(1), 117–133. https://doi.org/10.21831/jpk.v0i1.38898
Atwell, M., & Bridgeland, J. (2019). Ready to lead: A 2019 update of principals’ perspectives on how social and emotional learning can prepare children and transform schools. Civic Enterprises.
Azwar, S. (2015). Dasar dasar psikometrika (2nd ed.). Pustaka Pelajar.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258. https://doi.org/10.1177/0049124192021002005
Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge.
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge.
CASEL (2020). Compendium of SEL assessment measures. Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/state-resource-center/assessment-tools/
Ching, L. M., Jiar, Y. K., & Jaffri, H. (2015). Developing discipline among students through social-emotional learning: A new model to prevent and reduce behavior problems. Journal of Education and Vocational Research, 6(2), 80–90. https://doi.org/10.22610/JEVR.V6I2.193
Cipriano, C., Barnes, T., Pyle, S., & Rivers, S. E. (2020). Supporting SEL implementation in diverse contexts: The role of adaptation. CASEL Brief Series. https://casel.org
Cipriano, C., Ha, C., Wood, M., Sehgal, K., McCarthy, M. F., Strambler, M. J., Naples, L. H., Eveleigh, A., Ponnock, A., Chow, J. C., Durlak, J., & Funaro, M. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, 3, 100029. https://doi.org/10.1016/j.sel.2024.100029
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Department for Education and Skills. (2005). Excellence and enjoyment: Social and emotional aspects of learning (SEAL): Guidance. DfES Publications.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2020). Handbook of social and emotional learning: Research and practice. The Guilford Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Ghozali, I. (2017). Model persamaan struktural: Konsep dan aplikasi dengan program AMOS 24. Badan Penerbit Universitas Diponegoro.
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th Anniversary ed.). Bantam Books.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy. In Handbook of personality: Theory and research (3rd ed., pp. 114–158). Guilford Press.
Khumaedi, M. (2012). Reliabilitas instrumen penelitian pendidikan. Jurnal Pendidikan Teknik Mesin, 12(1), 25–30. https://journal.unnes.ac.id/nju/index.php/JPTM/article/view/5273
Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23. https://doi.org/10.1177/00317217188156
Martinez-Yarza, N., Santibáñez, R., & Solabarrieta, J. (2023). A systematic review of instruments measuring social and emotional skills in school-aged children and adolescents. Child Indicators Research, 16 (4), 1475–1502. https://doi.org/10.1007/s12187-023-10031-3
McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Social-emotional learning and academic achievement: Using causal methods to explore classroom-level mechanisms. AERA Open, 1(3), 1–26. https://doi.org/10.1177/2332858415603959
Morris, A. S., Hays-Grudo, J., Zapata, M. I., Treat, A. E., & Kerr, K. L. (2021). Adverse and protective childhood experiences and parenting attitudes: The role of cumulative protection in understanding resilience. Advers Resil Sci, 2(3), 181–192. https://doi.org/10.1007/s42844-021-00036-8
O’Conner, R., de Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs (Part 1 of 4). U.S. Department of Education.
OECD. (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing. https://doi.org/10.1787/9789264226159-en
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
Petric, E., & Szamoskozi, S. (2018). Translation and adaptation of the social-emotional competence questionnaire for Hungarian population. In Proceedings of the 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts, Sofia, Bulgaria, 24 August–2 September 2018. https://doi.org/10.5593/sgemsocial2018/3.2/S11.069
Prawita, E., & Heryadi, A. (2023). Analisis validitas konstrak dan analisis konsistensi internal pada skala resiliensi. PSIMPHONI: Jurnal Psikometri dan Psikologi, 4(1), 8–19. https://doi.org/10.30595/psimphoni.v4i1.14477
Rahayu, E. W., & Mustikasari, D. S. (2020). The significant role of culture to value differences: Socio-emotional challenge in digital era. In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019), Gelugor, Malaysia, 2–3 November 2019, 234–239. Atlantis Press. https://doi.org/10.2991/assehr.k.200120.049
Rahmi N. S., Amaliana, L., Pimada, L. M., Yesica, R., & Ningsih, D. N. C. (2022). Confirmatory factor analysis pada indikator kesembuhan pasien isolasi mandiri Covid-19 di Indonesia. Statistika, 22(1), 13-23. https://doi.org/10.29313/statistika.v22i1.477
Rahmi, N. S. (2015). Analisis pengaruh dukungan motivasi dan pengetahuan terhadap tindakan penyembuhan penderita penyakit Tuberculosis (TB) di pesisir Surabaya dengan pendekatan SEM (Structural equation modelling). Thesis, Institut Teknology Sepuluh Nopember.
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135. https://doi.org/10.1111/j.1467-9507.1997.tb00097.x
Schumacker, R. E., & Lomax, R. G. (2015). A beginner's guide to structural equation modeling (4th ed.). Routledge. https://doi.org/10.4324/9781315749105
Soto, C. J., & John, O. P. (2017). The next Big Five Inventory (BFI-2): Developing and assessing a hierarchical model with 15 facets to enhance bandwidth, fidelity, and predictive power. Journal of Personality and Social Psychology, 113(1), 117–143. https://doi.org/10.1037/pspp0000096
Sriyono, & Purwoko, R. Y. (2022). Confirmatory factor analysis instrumen sikap sosial sains siswa SMA. Jurnal Evaluasi Pendidikan, 13(2), 131–137. https://doi.org/10.21009/jep.v13i2.28533
Sugiyono. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Syafitri, W. (2017). Confirmatory factor analysis (CFA) model penerimaan teknologi berbasis keamanan informasi. SITEKIN: Jurnal Sains, Teknologi dan Industri, 14(2), 157-168. https://ejournal.uin-suska.ac.id/index.php/sitekin/article/view/4126
Taylor, R., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Umar, M., & Nisa, K. (2020). Structural Equation Modeling (SEM): Konsep dan aplikasi menggunakan AMOS. Raja Grafindo Persada.
Wafroturrohmah, W., & Sulistiyawati, E. (2018). Manfaat kegiatan ekstra kurikuler dalam pengembangan kompetensi sosial siswa SMA. Manajemen Pendidikan, 13(2), 147-155. https://doi.org/10.23917/jmp.v13i2.7482
Zhou, M., & Ee, J. (2012). Development of the Social Emotional Competence Questionnaire (SECQ). The International Journal of Emotional Education, 4, 27–42.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
Zych, I., Ortega-Ruiz, R., Muñoz-Morales, R., Llorent, V. J., & De Córdoba, U. (2018). Dimensions and psychometric properties of the Social and Emotional Competencies Questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicología, 50(2), 98–106. https://doi.org/10.14349/rlp.2018.v50.n2.3
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 REID (Research and Evaluation in Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to REID (Research and Evaluation in Education). However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The copyright transfer agreement form can be downloaded here: [REID Copyright Transfer Agreement Form]
The copyright form should be signed originally and sent to the Editorial Office through email to reid.ppsuny@uny.ac.id
REID (Research and Evaluation in Education) by http://journal.uny.ac.id/index.php/reid is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
.png)
