No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Validating an Indonesian Version of the What Is Happening in this Class? (WIHIC) Questionnaire Using a Multidimensional Rasch Model
Abstract
The What Is Happening In this Class? (WIHIC) questionnaire is a
multidimensional measure for assessing the classroom learning environment based
on student perspectives. The purpose of this study was to validate an Indonesian
version of WIHIC and to assess the instrument’s psychometric properties by using
confirmatory factor analysis (CFA) and the Multidimensional Partial Credit Model
(MPCM), one of the family of Polytomous Rasch model. The Indonesian WIHIC
was administered to 962 high school students (368 male, 594 female), aged 14-18
years, in Jakarta, Indonesia. Results from the CFA model comparison showed that
the 7-dimensional factor structure of WIHIC was satisfactory. We performed
MPCM and found that this model fit the data of the Indonesian WIHIC reasonably
well. Moreover, the estimated Rasch person separation reliabilities of each
subscale showed that WIHIC has good internal consistency (0.87 to 0.96). The
Indonesian WIHIC questionnaire appears to be a valid and reliable tool for
assessing the classroom learning environment in Indonesian high school students.
... Rasch's model computes the latent construct of the issues and their relation to the item difficulty. It will produce an interval level scale known as logit [8,9]. The logit (logarithm odds unit) produces a measurement scale with equal intervals. ...
... The stages of developing test instruments based on the Rasch Modeling Approach are divided into ten procedures, namely: (1) defining the constructs of the questions in the learning progression, (2) identifying the question indicators, (3) compiling item items, scoring rubrics, scoring guidelines, and understanding level analysis guidelines multi representation of students, (4) conducting instrument trials on subjects, (5) applying the Rasch model to raw data using Ministep software, (6) reviewing the suitability of items based on the Rasch model and revising items if necessary, (7) reviewing Wright maps and adding or reduce the items if needed, (8) repeating steps 4-7 until all items fit, (9) determine validity, reliability, difficulty index, and differentiability claims for each item, and (10) document the instrument [13]. The valid instrument has items with outfit scores of 0.5 < MNSQ < 1.5, -2.0 < ZSTD <+2.0, and 0.4 < Pt measure < 0.85. ...
Today's test instruments used in schools are still ineffective in assessing students' multi-representational understanding of the "rate of reaction" topic. Hence, teachers need to accurately and comprehensively know the depth of students' understanding. In this study, a test instrument was produced to assess the level of macroscopic, submicroscopic, and symbolic understanding of high school students in the rates of reaction topic. The method used is Research and Development (R&D) based on the Rasch modeling approach, which is modified in ten stages, i.e., (1) defining construct, (2) identifying question indicators, (3) compiling items, scoring rubrics, scoring guidelines, and the guidelines to analyze student's level of understanding, (4) conducting the pilot test, (5) analyzing data with the Rasch model, (6) reviewing the suitability of items, (7) reviewing the Wright map, (8) repeating steps 4-7 until all items fit, (9) claiming the instrument's quality, and (10) documenting the instrument. All items proved valid because they met the fit criteria of MNSQ, ZSTD, and PT Measure scores. Instrument reliability reaches the score of 0.89 (good). The instrument has a four-difficulty index, dominated by moderate difficulty (70.6%). This instrument is relatively easy. The instrument also has four discrimination indexes: very difficult, difficult, medium, and easy. It proves that this assessment instrument is of good quality and suitable for school use.
... Some previous studies are in line with the previous explanation. One of the studies conducted for the trial of the instrument using SPSS 20 in a study on students' creative thinking ability with realistic mathematics learning showed that there were 4 valid questions because the significance value was < 0.05 and the 4 questions had a good level of reliability because Cronbach's Alpha value was 0.602 > 0.6 [30]. It is also in line with research on mathematical creative thinking skills in geometry materials at the elementary school level, resulting in valid and reliable instruments to measure creative thinking skills in students using the Content Validity Ratio and Alpha Cronbach assisted by Microsoft Excel with the results of 10 out of 21 questions declared valid and the reliability is very high (0.82) [31] [32]. ...
Mathematical creative thinking is an important skill for students to face global challenges and advances in science and technology. However, previous research shows that this skill is still low among Indonesian students. Accurate measurement can be ensured by valid and reliable instruments. The purpose of this study is to evaluate the validity and reliability of the mathematical creative thinking ability test instrument using the Rasch Model and SPSS. The research method is quantitative with a survey approach, involving 106 participants from various demographic backgrounds. The results of the validity test using the Rasch model showed that the eight items on the mathematical creative thinking ability test instrument met the criteria with the ideal value range for Outfit MNSQ, Outfit ZSTD, and PTMEA-CORR. In addition, the validity test results using SPSS show that the eight items have a correlation coefficient value that exceeds the r product moment value. The results of the analysis showed that the instruments tested were valid and reliable with a Cronbach's Alpha value of 0.73 using the Rasch Model and SPSS. However, the Rasch Model showed 24 persons that did not fit, which means that the Rasch model's ability to provide more specific results. Both methods can be used effectively to measure the validity and reliability of mathematical creative thinking test instruments and the Rasch Model provides more detailed information in identifying persons who do not fit
... The test results showed that the reliability level of this measuring instrument reached Cronbach's alpha coefficient of .86 to .96 [22]. The second measurement is the Warwick-Edinburgh mental well-being scale (WEMWBS), developed at the Universities of Warwick and Edinburgh. ...
Promoting students' well-being is a vital aspect of education. Creating a conducive classroom learning environment is essential, and task orientation plays a significant role. This paper aims to explore three research objectives related to the influence of the learning environment on student well-being by focusing on creating a task-oriented learning environment. The study employs a quantitative approach with a cross-sectional study design. The study analyzed 1,698 students (676 male and 994 female students) from nine cities in East Java, Indonesia. The results of the simultaneous regression analysis showed that R=.578, R2=.334, and p<.10. The learning environment was found to predict student well-being by 33.4% significantly. At the same time, task orientation was identified as the most dominant factor affecting student well-being. The study's findings suggest that task orientation could be a solution to enhance student well-being in classroom learning practices. This study suggests the need for teacher development to improve teachers' professional ability to facilitate learning in the classroom. Future research should consider using central variables, including moderating and intervening variables, to explore the relationship between the learning environment and student well-being.
... Studi terbaru menunjukkan adanya kecenderungan untuk mengembangkan kuesioner yang menilai lingkungan belajar dalam konteks pembelajaran berbantuan komputer dan pendidikan medis (Lim & Fraser, 2018;Parvizi et al., 2016). Instrumen seperti COLES, DREEM, dan PHEEM telah dikembangkan dan divalidasi untuk menilai lingkungan pembelajaran yang spesifik, menyoroti pentingnya alat ukur yang dapat diadaptasi dan valid dalam konteks budaya yang beragam (Rahayu et al., 2021;Zhang, 2019). ...
Penelitian ini bertujuan untuk mengevaluasi kualitas lingkungan belajar di Madrasah Aliyah Negeri (MAN) 1 Banjarmasin menggunakan Model Rasch. Instrumen penelitian yang digunakan adalah angket dengan 25 butir soal yang mengukur variabel-variabel lingkungan belajar seperti interaksi sosial dan akses ke sumber belajar. Data dikumpulkan dari 54 siswa kelas X dan XI dan dianalisis menggunakan software Ministep versi 5.3.1.0. Hasil analisis menunjukkan bahwa sebagian besar siswa memiliki lingkungan belajar yang baik (46,3%) dan cukup (50%), dengan hanya 3,7% yang memiliki lingkungan belajar yang kurang. Analisis juga mengidentifikasi 9 siswa sebagai outlier, menunjukkan ketidakkonsistenan dalam jawaban angket. Faktor-faktor yang mempengaruhi lingkungan belajar termasuk keaktifan guru, kondisi fisik ruang kelas, serta ketersediaan alat tulis dan buku pelajaran. Temuan ini menegaskan pentingnya lingkungan belajar yang kondusif untuk meningkatkan motivasi dan hasil belajar siswa. Model Rasch dan software Ministep terbukti efektif dalam memastikan validitas dan reliabilitas instrumen penelitian, memberikan data yang akurat dan konsisten untuk analisis lebih lanjut. Penelitian ini memberikan rekomendasi praktis untuk meningkatkan lingkungan belajar di sekolah-sekolah di Indonesia. Analysis of the Learning Environment Categories for High School Students Based on the Rasch Model Abstract This study aims to assess the quality of the learning environment at Madrasah Aliyah Negeri (MAN) 1 Banjarmasin utilizing the Rasch Model. The research instrument comprised a questionnaire with 25 items measuring variables related to the learning environment such as social interaction and access to learning resources. Data were collected from 54 students in grades X and XI and analyzed using Ministep software version 5.3.1.0. The results indicated that the majority of students experienced a positive learning environment (46.3%) and adequate (50%), with only 3.7% experiencing a less favorable learning environment. The analysis also identified 9 students as outliers, indicating inconsistencies in questionnaire responses. Factors affecting the learning environment included teacher engagement, the physical conditions of the classrooms, and the availability of stationery and textbooks. These findings underline the importance of a conducive learning environment to enhance student motivation and learning outcomes. The Rasch Model and Ministep software were effective in ensuring the validity and reliability of the research instrument, providing accurate and consistent data for further analysis. The study offers practical recommendations for enhancing the learning environment in schools across Indonesia.
... Each statement in the research instrument was measured using Likert scale. This research used the Rasch model analysis technique to determine the quality of the items measured both the validity and reliability of the scale [33]- [35]. This form collected demographic information of the participants including their age, gender, grade, an ethnicity, and location their schools (1 region of Indonesian, East Java). ...
span lang="EN-US">Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.</span
... In do approach measurement advanced to the instrument to be measure how much big interest student so needed something analysis, for one is analysis with rasch model . The Rasch model is approach measurement capable continuation overcome a number of limitations theory test classic, like lack of control on level item difficulty scaling and sorting category proper ordinal response (Rahayu et al., 2021). The Rasch model is viewed as the most objective measurement model (Isnani et al., 2019). ...
Interest in learning is a source of intrinsic motivation that encourages students to do what they want so that it has an impact on student achievement. The purpose of this study is to obtain information about the interests in learning mathematics for MTs students while learning using Augmented Reality media. Quantitative descriptive method is used in this research. Respondents in this study amounted to 20 students at MTs. Data was collected from a student interest questionnaire with 18 statement items which were analyzed using the Rasch model. The results showed that the quality of the statements in the questionnaire was included in the sufficient category, and the level of consistency of students' answers was also in the sufficient category. Cronbach's alpha value is in the very good category, namely 0.85 which can be used to assess the reliability of the interaction between Person and the item as a whole. Furthermore, the level of student interest in MTs in Kampar using Augmented Reality learning media is in the high category. The logit value is 1.62, meaning that the statement items are mostly approved by students.
... The latest version of WIHIC is validated in Indonesia, and its results on high school students showed that the 7-dimensional factor structure has been satisfactory. The reliability of each subscale (0.87 to 0.96) also showed that WIHIC has good internal consistency (Rahayu & Putra, 2021). Skordi and Fraser (2019) validated and applied the widely-used WIHIC questionnaire among tertiary statistics students. ...
The significance of collaborative learning (CL) for enhancing the quality of the learning environment and academic achievement among students needs to be investigated. The purpose of this mixed-methods study was to determine the effect of CL on the learning environment and academic achievement of graduate students in the field of educational leadership within the online reflective platforms (ORPs). Thus, we explored students' reflections on how they experienced the process. Conducting a quantitative study with a one-shot case study design of pre-experimental designs, 17 students completed a questionnaire, and their academic achievement was measured through the summative evaluation. For the qualitative phase, 15 students participated in semi-structured interviews. The results of the quantitative study indicated that CL had a positive effect on the learning environment and students' academic achievements. In-depth interviews supported the findings and showed that CL could help in creating an interactive and secure learning environment, enhance students' reflective and interactive learning process, and strengthen their motivation to learn interactively and reflectively through ORPs. The implications of this study could enhance instructors' motivation to implement CL in online hybrid environments, facilitate the academic achievement of students , and encourage decision-makers to provide a suitable platform for its implementation. ARTICLE HISTORY
... In many fields, previous researchers (i.e., Jin et al., 2020; have shown that applying CTT and Rasch models are appropriate strategies for finding well-validated instruments. The Rasch model can supplement CTT by providing more detailed analysis than just the relationship between an item and a latent factor (DiStefano et al., 2019;Rahayu et al., 2020;Rahayu et al., 2021). Figure 1 provides the conceptual framework for the current work employing Rasch analysis. ...
The impact of the Covid-19 pandemic has had a far-reaching effect on higher education institutions, and individual student assessments have garnered much attention during the pandemic. This study aimed to validate Science, Technology, Engineering, and Mathematics (STEM) application instruments using the Rasch analysis employing Winsteps version 3.73. A survey was conducted with 201 respondents from two provinces in Indonesia. The students were selected by convenience sampling and answered the adopted STEM application instrument. The STEM application instruments were adapted, and these were divided into seven sub-constructs derived from STEM disciplines. Rasch Modelling was employed for data analysis using Winsteps version 3.7.3 to analyse reliability, separation, item fit statistics, unidimensionality, and rating scale calibration. Each sub-construct fulfilled a minimum of 0.65 for Cronbach alpha, item, and person reliability, and most of them had more than 1.5 person and item separation. In general, each item had a good score of the mean square, Z-tolerated standard, and point measure correlation, indicating fulfilment of the Rasch measurement model. The analysis also showed unidimensionality assumption and an excellent rating scale. This study contributed to the body of STEM knowledge by using Rasch Modelling to test the validity and reliability of STEM application instruments.
... The Item Response Theory approach is a measurement approach developed to overcome the weaknesses of classical test theory (Ayub et al., 2020;Ramdani et al., 2020). One item response theory model is the Rasch model, which is developed from a simple logistic model (Rahayu et al., 2021). ...
A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items' validity matched the Rasch model with a range of INFIT MNSQ values between 0.89-1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item.
... More recently, Rahayu et al. [34] have validated the scale, also using the Rasch model, in a sample using the Indonesian: What Is Happening in this Class? (WIHIC) questionnaire. ...
The study of the affective dimension of transversal competences is essential for the development of responsible behaviors and maintaining attitudes committed to sustainable development. The importance attributed to each of these factors can predict behavior implementation and awareness of values for sustainable development that reflect the acquisition and internalization of sustainability-related generic competences. This study aimed to determine the psychometric properties of the affective dimension of the Generic Macro-Competence Assessment (AGMA) scale by applying Rasch measurement model to a sample of Spanish university students, comprising 387 Spanish university students (74.9% women; mean age = 21.24; WD = 3.54; range: 17–34). Results demonstrated a lack of adjustment to the Rasch model due to item 1, and all items showed disordered response category thresholds. The remaining nine-item scale achieved all requirements of the model (χ2 = 61.46; p = 0.052), including unidimensionality. Thus, the scale’s psychometric properties indicate an easy-to-apply instrument for screening these factors for coping strategies in undergraduate and graduate Spanish students. The results can help in justifying the design of interdisciplinary intervention programs, in which affective factors are essential for sustainable development education.
Since learning outcomes provide an incomplete picture of the educational process, researchers, evaluators, policymakers, and practitioners should pay more attention to the learning environments of classrooms and schools. This chapter facilitates future research and practical applications involving learning environments by reviewing some widely-used questionnaires that assess the perceptions of participant students and teachers at the classroom level (e.g. Science Laboratory Environment Inventory, SLEI; Constructivist Learning Environment Survey, CLES; What Is Happening In this Class?, WIHIC; Questionnaire on Teacher Interaction, QTI) and the school level (e.g. School-Level Environment Questionnaire, SLEQ; What’s Happening In This School, WHITS). To illustrate the global reach of research on learning environments, Table 2 briefly summarizes details of 58 studies that utilized the WIHIC in 16 languages and in 26 countries in a large range of research and practical applications. To facilitate future use of the WIHIC globally, all its items are conveniently provided in Appendix A.
Understanding the importance of student interactions influences the process of improving sociolinguistic competence, especially since it plays a crucial role in English proficiency. This study examined whether language exposure mediates the relationship between student interactions and sociolinguistic competence among senior high school students. Data were collected from 179 respondents through adapted questionnaires assessing students' interaction, language exposure, and sociolinguistic competence. Mediation analysis using the Sobel test was conducted to test the hypothesized mediation model. Student interaction was significantly related to sociolinguistic competence, language exposure was significantly associated with sociolinguistic competence, and student interaction was significantly related to language exposure. The indirect effect of language exposure on student interaction and sociolinguistic competence significantly indicated that language exposure mediated the relationship between student interaction and sociolinguistic competence. The intervention showed the consideration of language exposure in improving students' sociolinguistic competence, especially at school. Since the study provided pieces of evidence for the mediating role of language exposure in the relationship between student interaction and sociolinguistic competence, allowing and encouraging the students to be more exposed to the language as they interact using English may be a promising avenue for enhancing sociolinguistic competence, particularly in aiming students' overall English proficiency.
Introducción: El creciente número de estudiantes chinos en Cataluña enriquece la diversidad cultural de la región al tiempo que presenta desafíos educativos únicos que requieren intervenciones específicas. Metodología: Utilizando el modelo 3P de Biggs y la teoría del Aprendizaje Autorregulado, esta investigación desarrolló meticulosamente un cuestionario diseñado para explorar tanto los comportamientos subjetivos como los factores ambientales que impactan en el rendimiento académico. El estudio involucró una muestra representativa de 122 estudiantes de cinco universidades en Cataluña. Resultados: Los procesos de validación establecieron la alta fiabilidad del cuestionario y validaron su integridad estructural, convirtiéndolo en una herramienta efectiva para capturar las experiencias académicas de los estudiantes chinos. Discusión: Esta investigación destaca el logro en el desarrollo de un instrumento de medición fiable que captura eficazmente la interacción compleja de factores que influyen en el rendimiento estudiantil en entornos educativos multiculturales. Conclusiones: Los hallazgos subrayan el potencial de las estrategias educativas personalizadas para mejorar los resultados académicos, orientando futuras políticas educativas e intervenciones en contextos multiculturales.
One of the questionnaires that will be used to evaluate social learning environments such as Facebook is the Online Social Learning Environment Instrument (OSLEI). The aim of this study was to evaluate the OSLEI using alternative method of analysis via Rasch model toward 49 undergraduate students in Malaysia. To date, no study has evaluated the OSLEI through the lens of Rasch model analysis among Malaysian samples. Firstly, the OSLEI underwent content validation by three experts. The results of the overall percent agreement on eight constructs ( perceived usefulness, usage of learning groups, learning outcomes, affective outcomes, self-efficacy, trust, privacy, and teaching member presence) of the OSLEI was 86% for 48 items. Next, 10 measurement properties of Rasch model analysis were employed with the OSLEI. The results revealed that 23 respondents needed to be dropped. Subsequently, the data from the remaining 26 respondents proceeded to Rasch Model analysis of the 43 items in the OSLEI. The results of the item analysis revealed that 13 items and the construct of privacy needed to be dropped. The findings demonstrated that 35 items were robust, valid, and reliable, and could be used to measure online social learning environments.
Although previous studies have highlighted the positive effects of cooperative learning (CL) on academic achievement as well as the learning environment, they have not shown how this happens. The purpose of this study was to determine the effectiveness of CL in the field of nursing, as well as to identify students’ perceptions of how these effects occur. In this mixed methods, sequential explanatory design data were collected through achievement test, WIHIC questionnaire, and in-depth interviews. There was a significant difference between the academic achievement of students and also their perception of classroom environment in the experimental and control groups in favor of CL. The students’ experience indicated that CL not only creates a secure environment and enhances the deep learning and motivational process, but also increases instructor support and provides equal opportunities for student involvement in the patient education classroom. The findings of this study illuminated the role of social interdependence theory played in helping students connected with each other to promote learning. This study can increase the willingness of instructors to implement CL. It encourage administrators to meet the prerequisites for implementing CL.
Purpose: The prevalence of violence among students has become increase year by year. It is a dilemma because the phenomenon has already started to be found at the junior high school level. It is an anomaly because the culture of violence directly impacts academic achievement and several non-academic psychological attributes of students. The study's purpose was to validate and develop a questionnaire to measure the peaceful classroom atmosphere. Method: This study was conducted in 2020, involved 406 students junior high school as participants consisting of 176 males and 230 females, aged 12-14 years in Indonesia. The quantitative approach was used to research a survey design that distributes 25 questionnaires with a Likert scale 5-point as answer choices. The data analysis used the Rasch model, with Win steps 3.73 version. Findings: Study results show that the Cronbach Alpha value is 0.94, which is the interaction between person and item is excellent. Furthermore, the person reliability is very good (0,82), shows the consistency of the respondent's answers. The items questionnaire has a high-reliability category that can measure the peaceful classroom of junior high schools in Indonesia.
This paper reports the development and validation of a new questionnaire to assess students' perceptions of the online learning environment in Indonesia during the COVID-19 pandemic. In total, 669 participants (454 women, 215 men) from various universities were recruited online to complete a 25-item questionnaire. Item factor analysis verified a five-factor model, while multidimensional Rasch analysis showed that all items fit this model and have good reliability. The factors of Access, Interaction, Lecturer Support, Equity, and Investigation formed the valid and reliable Online Classroom Learning Environment Inventory (OCLEI). All aspects of online learning readiness were related to the five factors of the OCLEI, therefore supporting convergent validity. With these results, we concluded that the OCLEI is a novel measure that can be used in future educational research in Indonesia. Limitations and implications are noted.
This study aimed to validate the Indonesian version of the Life Orientation Test-Revised (LOT-R), a scale used to measure optimism. Despite being adapted in over 20 countries, its validation and adaptation reports are unavailable. This study used the rating scale model to evaluate its psychometric characteristics. The instrument was tested on 584 Indonesian high-school students aged 14 to 18 years (mean age: 16.02; SD: 1.39; 54.5% female and 45.5% male). The results indicated that the LOT-R’s factor structure was unidimensional, based on the evidence from the Rasch analysis combined with a confirmatory factor analysis. Further, no local item dependence was identified. Based on the item fit statistics, all items fit the model. Nonetheless, their response categories functioned well, and the scale could reliably separate persons based on their optimism level; however, it had limitations regarding item reliability and separation because of the low number of items. Moreover, no differential item functioning was found based on gender and school type. Overall, the results indicated that this 6-item scale, including its psychometric properties, was satisfactorily reliable and valid to measure optimism in student samples, based on the Rasch analysis measurement standards. Implications and suggestions for future research have also been discussed.
This study is the first to investigate and validate the psychometric properties of an Indonesian translation of the Student Performance Opportunity of Competence Development (SPOCD) questionnaire that covers five key competencies related to the mathematics learning process, namely: (1) thinking; (2) relating to others; (3) using language, symbols and text; (4) managing self, and; (5) participating and contributing. The SPOCD questionnaire comprises 30 items, with a 5-point Likert scale. A total of 1413 Indonesian high-school students (46.4% male, 53.6% female) from three regions (eastern, western and central Indonesia), aged from 16 to 19 years and ranging from the 10th to the 12th grade, completed the SPOCD questionnaire. A Rasch rating scale model (RSM) and confirmatory factor analysis were applied to evaluate the psychometric characteristics and factor structure of the SPOCD questionnaire. The results indicated that assumptions of unidimensionality, local independence and monotonicity of the SPOCD questionnaire were met. In the Rasch RSM assessment, the SPOCD questionnaire response set worked well, matched the threshold estimates and functioned as an appropriate model for the response categories. The SPOCD questionnaire showed excellent psychometric characteristics for use in measuring the development of competence in middle school students in Indonesia.
The General Self-Efficacy Scale 12 (GSES-12) is a brief measure for assessing self-efficacy. This study aimed to revise an Indonesian language version of the GSES-12 that was translated and adopted from previous research. The revision conducted by following the Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures, and the final version was administered to 303 (132 male, 171 female) Indonesian students, with a mean age of 19.56 years (SD: 1.20). This study is presented to establish the construct validity of this instrument further. The results of Bayesian CFA revealed a higher-order structure of factor representing constructs of self-efficacy. Considering the theoretical background and the best model fit indices (PPP-value = 0.549 and BRMSEA = 0.001), it is concluded that the Indonesian version of GSES-12 appears to be a valid instrument in assessing self-efficacy in Indonesian speaking students and is expected to facilitate the examination of self-efficacy in Indonesian speaking populations.
In a frequentist framework, the exact fit of a structural equation model (SEM) is typically evaluated with the chi-square test and at least one index of approximate fit. Current Bayesian SEM (BSEM) software provides one measure of overall fit: the posterior predictive p value (PPP χ2 ). Because of the noted limitations of PPP χ2 , common practice for evaluating Bayesian model fit instead focuses on model comparison, using information criteria or Bayes factors. Fit indices developed under maximum-likelihood estimation have not been incorporated into software for BSEM. We propose adapting 7 chi-square-based approximate fit indices for BSEM, using a Bayesian analog of the chi-square model-fit statistic. Simulation results show that the sampling distributions of the posterior means of these fit indices are similar to their frequentist counterparts across sample sizes, model types, and levels of misspecification when BSEMs are estimated with noninformative priors. The proposed fit indices therefore allow overall model-fit evaluation using familiar metrics of the original indices, with an accompanying interval to quantify their uncertainty. Illustrative examples with real data raise some important issues about the proposed fit indices' application to models specified with informative priors, when Bayesian and frequentist estimation methods might not yield similar results. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Considerable past classroom learning environment research has focused on the primary and secondary levels of education and the subject areas of science and mathematics. The current study is distinctive in its focus on university business statistics learning environments. For the first time, we validated and applied the widely-used What Is Happening In this Class? (WIHIC) questionnaires among tertiary statistics students. With a sample of 375 students from 12 university statistics classes, we furnished evidence to support the WIHIC’s factor structure, internal consistency reliability, predictive validity (in terms of associations with two types of statistics anxiety) and discriminant validity (in terms of differentiating between three ethnic groups). Limitations, contributions and suggestions for future research are discussed.
The need to tailor environmental policies in Africa with an understanding of public attitudes is commonly acknowledged, but efforts to generate such understanding are generally constrained by a lack of reliable context-appropriate measures. Attempts to ‘borrow’ Western measures in African research are typically undermined by the cross-cultural inequivalence of constructs and theoretical models. Consequently, we tested the potential of the Campbell paradigm – an approach that enables context-specific adaptation of attitude measurement, among a Nigerian sample (N = 543). Data were gathered with a questionnaire survey. Our findings show that a context-appropriate environmental attitude measure can be obtained by assessing the behaviours and intention statements Nigerians execute in response to environmental issues. On average, pro-environmental attitude levels among our sample were characterised by professed intentions to perform the most difficult behaviours and actual engagement in the least difficult behaviours. The environmental attitude measure derived using the Campbell paradigm is positively related to other conventional attitude indicators including the perceived threat of climate change, concern, efficacy beliefs and acceptance of responsibility for mitigation. We conclude that the Campbell paradigm offers a viable avenue to proceed beyond simple assessments of professed environmental attitudes to more accurate evaluations of Africans’ disposition to strive for the achievement of ecological goals in difficult circumstances.
This study examined the Behavior Assessment System for Children–Third Edition Behavioral and Emotional Screening System, Parent Form–Preschool, which is used to identify children at risk for emotional/behavioral problems. Rasch rating scale methods were used to provide information about psychometric properties of items, parent raters, and the response scale. Using the norming sample of 459 children, we investigated the structure of the screener, performance of the scale, and coverage of the maladaptive behavior construct to identify children with emerging behavioral difficulties. Most items showed good fit to the rating scale methods model with broad coverage of the latent domain. Items measuring internalizing and externalizing problems indicated a greater tendency for at-risk behavior, and items measuring adaptive skills offered a minimal contribution to measuring risk status. No differential item functioning was observed due to child gender; however, differential item functioning was observed between ratings for Caucasian and Hispanic or African American students for select items.
Although the statistical tools most often used by researchers in the field of psychology over the last 25 years are based on frequentist statistics, it is often claimed that the alternative Bayesian approach to statistics is gaining in popularity. In the current article, we investigated this claim by performing the very first systematic review of Bayesian psychological articles published between 1990 and 2015 (n = 1,579). We aim to provide a thorough presentation of the role Bayesian statistics plays in psychology. This historical assessment allows us to identify trends and see how Bayesian methods have been integrated into psychological research in the context of different statistical frameworks (e.g., hypothesis testing, cognitive models, IRT, SEM, etc.). We also describe take-home messages and provide "big-picture" recommendations to the field as Bayesian statistics becomes more popular. Our review indicated that Bayesian statistics is used in a variety of contexts across subfields of psychology and related disciplines. There are many different reasons why one might choose to use Bayes (e.g., the use of priors, estimating otherwise intractable models, modeling uncertainty, etc.). We found in this review that the use of Bayes has increased and broadened in the sense that this methodology can be used in a flexible manner to tackle many different forms of questions. We hope this presentation opens the door for a larger discussion regarding the current state of Bayesian statistics, as well as future trends. (PsycINFO Database Record
Bayesian confirmatory factor analysis (CFA) offers an alternative to frequentist CFA based on, for example, maximum likelihood estimation for the assessment of reliability and validity of educational and psychological measures. For increasing sample sizes, however, the applicability of current fit statistics evaluating model fit within Bayesian CFA is limited. We propose, therefore, a Bayesian variant of the root mean square error of approximation (RMSEA), the BRMSEA. A simulation study was performed with variations in model misspecification, factor loading magnitude, number of indicators, number of factors, and sample size. This showed that the 90% posterior probability interval of the BRMSEA is valid for evaluating model fit in large samples (N≥ 1,000), using cutoff values for the lower (<.05) and upper limit (<.08) as guideline. An empirical illustration further shows the advantage of the BRMSEA in large sample Bayesian CFA models. In conclusion, it can be stated that the BRMSEA is well suited to evaluate model fit in large sample Bayesian CFA models by taking sample size and model complexity into account.
The What is Happening in this Class (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI) were used to describe classroom learning environment and the teachers' behaviour in Korea. The three objectives of the study were to provide validation data for the Korean versions of the WIHIC and QTI, investigate associations between students' attitude to science and their perceptions of the classroom environment as assessed by the WIHIC and the QTI, and investigate gender-related differences in the students' perceptions. The questionnaires were administered to 543 students in 12 different Korean schools. The cross-cultural validity of the WIHIC and the QTI was supported. There were positive relationships of classroom environment and interpersonal teacher behaviour with students' attitudinal outcome. Relative to girls, boys perceived their learning environments and their teachers' interpersonal behaviour more favourably and reported more favourable attitudes toward their science classes. Generally, students' perceptions of the learning environment and the teachers' interpersonal behaviour suggest that students should receive more teacher support and involvement in the teaching/learning process and cooperate with other students more than at present. Also, teachers' behaviours could be changed to be more helping/friendly and understanding in order to cater for the students' interests.
Research employing the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was conducted in Australian secondary schools. A sample of 4,146 students from 286 classes responded to the TROFLEI which assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Validation data attested to the sound structural characteristics of the TROFLEI. Cluster analysis was used to develop a classroom typology of five relatively homogeneous groups of classes which were described as exemplary; safe and conservative; non-technological teacher-centred; contested technological and contested non-technological.
Background:
Valid assessment of family functioning can play a vital role in optimizing client outcomes. Because family functioning is influenced by family structure, socioeconomic context, and culture, existing measures of family functioning-primarily developed with nuclear, middle-class European American families-may not be valid assessments of families in diverse populations. The Family Effectiveness Measure was developed to address this limitation.
Objectives:
The aim of this study was to test the Family Effectiveness Measure with data from a primarily low-income African American convenience sample using the Rasch measurement model.
Methods:
A sample of 607 adult women completed the measure. Rasch analysis was used to assess unidimensionality, response category functioning, item fit, person reliability, differential item functioning by race and parental status, and item hierarchy. Criterion-related validity was tested using correlations with five other variables related to family functioning.
Results:
The Family Effectiveness Measure measures two separate constructs: The Effective Family Functioning construct was a psychometrically sound measure of the target construct that was more efficient because of the deletion of 22 items. The Ineffective Family Functioning construct consisted of 16 of those deleted items but was not as strong psychometrically. Items in both constructs evidenced no differential item functioning by race. Criterion-related validity was supported for both.
Discussion:
In contrast to the prevailing conceptualization that family functioning is a single construct, assessed by positively and negatively worded items, use of the Rasch analysis suggested the existence of two constructs. Whereas the Effective Family Functioning scale is a strong and efficient measure of family functioning, the Ineffective Family Functioning scale will require additional item development and psychometric testing.
Rasch models for partial-credit scoring are discussed and a multidimensional version of the model is formu lated. A model may be specified in which consecutive item responses depend on an underlying latent trait. In the multidimensional partial-credit model, different re sponses may be explained by different latent traits. Data from van Kuyk's (1988) size concept test and the Raven Progressive Matrices test were analyzed. Maximum likelihood estimation and goodness-of-fit testing are dis cussed and applied to these datasets. Goodness-of-fit statistics show that for both tests, multidimensional par tial-credit models were more appropriate than the unidi mensional partial-credit model.
Web-based courses are promising in that they are effective and have the possibility of their instructional design being improved over time. However, the assessments of said courses are criticized in terms of their validity. This paper is an exploratory case study regarding the validity of the assessment system used in a semi presential web-based course. The course uses an authentic assessment system that includes online forums, online tests, self-evaluations, and the assessment of e-learner processes and products by a tutor, peers, and an expert. The validity of the system was checked using internal and external criteria. The results show that the authentic assessment system addresses technical problems, especially regarding reliability of instruments. Some suggestions are proposed to strengthen authentic assessment in web-based courses and to test it.
A rating response mechanism for ordered categories, which is related to the traditional threshold formulation but distinctively different from it, is formulated. In addition to the subject and item parameters two other sets of parameters, which can be interpreted in terms of thresholds on a latent continuum and discriminations at the thresholds, are obtained. These parameters are identified with the category coefficients and the scoring function of the Rasch model for polychotomous responses in which the latent trait is assumed uni-dimensional. In the case where the threshold discriminations are equal, the scoring of successive categories by the familiar assignment of successive integers is justified. In the case where distances between thresholds are also equal, a simple pattern of category coefficients is shown to follow.
Since the 1970s, much attention has been devoted to the male advantage in standardized mathematics tests in the United States. Although girls are found to perform equally well as boys in math classes, they are consistently outperformed on standardized math tests. This study compared the males and females in the United States, all 15-year-olds, by their performance on the PISA 2003 mathematics assessment. A multidimensional Rasch model was used for item calibration and ability estimation on the basis of four math domains: Space and Shape, Change and Relationships, Quantity, and Uncertainty. Results showed that the effect sizes of performance differences are small, all below .20, but consistent, in favor of boys. Space and Shape displayed the largest gender gap, which supports the findings from many previous studies. Quantity showed the least amount of gender difference, which may be explained by the hypothesis that girls perform better on tasks that they are familiar with through classroom practice.
As a foundational instrument in the measurement of gender, the study investigated the psychometric properties of the item scores on the 30-item Bem Sex Roles Inventory (BSRI) to address concerns raised in previous studies and to determine possible differential item functioning (DIF) by applying a Rasch measurement model on a multicultural South African sample. A quantitative cross-sectional research design with 55.3% women and 44.4% men was used. Overall, we found support for the reliability and validity of BSRI item scores, consistent with findings in North American and European contexts. The results supported the use of a 6-point response format as opposed to the original 7-point response format. The items “aggressive” (masculinity) and “loves children” (femininity) were removed. The Neutral dimension fit the data well. No DIF for the groupings of man/woman, race, and language (the latter 2 as measures of culture) were found. This study makes contributions by applying a Rasch measurement model to the BSRI, scores which have previously only been validated through classical test theory and often excludes the validation of the neutral dimension scores.
The Frost Multidimensional Perfectionism Scale (FMPS) is widely used to measure the construct of perfectionism. Previous studies evaluating the factor structure of the FMPS have reported inconsistent findings. The study objective was to examine the psychometric properties of proposed four, five, and six factor solutions of the FMPS using Rasch analysis. Using the responses from a sample of New Zealand athletes and exercisers (n = 425) from a variety of sports, we subjected the dataset to Rasch analysis. The overall and individual item fit, unidimensionality, local independence, and person separation reliability were evaluated by treating factors of each model as subtests. After disordered thresholds were uniformly rescored, the factor Organisation displayed significant misfit to the model across all three solutions tested. Removal of Organisation and combining two parental facets into one resulted in adequate model fit and good item discrimination ability for all three solutions. The modified six-factor model was the best in terms of reliability, with no differential item functioning and the highest person separation index. The present results support the psychometric properties and internal structural validity of the rescored FMPS with the parental factors combined and without the Organisation facet. Psychometric properties of the instrument can be further enhanced by using the ordinal-to-interval conversion table presented here, which does not require modification of the original response format. These findings will be of interest in different areas where accurate assessment of the overall perfectionism trait is important and open new avenues for perfectionism research.
The classroom psychosocial climate (CPSC) is a multidimensional construct, the indicators of which are being operationalized through the subscales of CPSC measuring instruments, such as the What Is Happening in This Class? (WIHIC) questionnaire. As opposed to studies with secondary students, elementary student studies have produced inconsistent results in terms of the factorial structure of such instruments. The purpose of the present study was to thoroughly examine the construct of the elementary CPSC. Semi-structured interviews were conducted with six teachers and 24 students from Greek elementary classrooms and analyzed through qualitative content analysis. The findings generally supported the presence of the CPSC indicators in this context and indicated potential differentiations in terms of content and conceptual independence for at least four of them.
This chapter discusses the status of science education in Indonesian lower secondary schools from a classroom learning environment perspective. The study investigated how science education was delivered in the classroom and how the students perceived their classroom-learning environment. The investigations were conducted in two stages and used both qualitative and quantitative research methods. A multi-site case study which was used to investigate science teaching and learning processes in the classroom included a questionnaire survey to explore students’ perceptions of their classroom learning environment. A valid and reliable instrument, namely, the Indonesian version of the modified What Is Happening In this Class (WIHIC) questionnaire, was administered with a sample of 1, 188 Year 9 students from 16 urban and rural schools. The findings showed that students tended to prefer a more favourable classroom learning environment than the one they actually experienced; female students generally held slightly more positive perceptions than did male students; and students in rural schools experienced a less positive learning environment than did their counterparts in urban areas. Findings from this multi-site case study that involved classroom observations in two urban and two rural schools supported the findings from the questionnaire survey. Classroom observations confirmed that science teaching in urban schools is better than that in rural schools, thus reflecting students’ perceptions of their classroom environments. © 2006 by World Scientific Publishing Co. Pte. Ltd. All rights reserved.
One of the earliest learning environment studies reported from India was nearly three decades ago. Although since then lot of studies have been carried out in different parts of the world, little has been reported about Indian learning environments apart from some small-scale studies conducted by local students whose work was never published. The study described in this chapter is the first ever large-scale study conducted in Jammu (India) where multiple research methods were used to explore the nature of classroom environments and student-teacher interactions. A sample of 1,021 students from 32 science classes in seven co-educational private schools completed the questionnaires, What is Happening in This Class (WIHIC), Questionnaire on Teacher Interaction (QTI) and an attitude scale. The quantitative data provided a starting point from which other qualitative methods (interviews and observations) were used to gain a more in-depth understanding of the classroom environments. The findings from the quantitative data were supported by the findings of interviews and observations. It is hoped that the information in this chapter will give readers an understanding of the existing learning environments in Jammu, India. © 2006 by World Scientific Publishing Co. Pte. Ltd. All rights reserved.
This paper describes a new procedure for standard setting based on item response maps (“Wright maps”). Motivation for the technique is discussed, and variants of the item response formulation are shown. An example based on the Golden State Examinations is used as a context for the discussion, and for some results.
Most research on confirmatory factor analysis using information-based fit indices (Akaike information criterion [AIC], Bayesian information criteria [BIC], bias-corrected AIC [AICc], and consistent AIC [CAIC]) has used a structural equation modeling framework. Minimal research has been done concerning application of these indices to item response models, especially within the framework of multidimensional Rasch analysis with an emphasis of the role of between-dimension correlation on index accuracy. We investigated how sample size, between-dimension correlation, model-to-data misfit, and test length affect the accuracy of these indices in model recovery in dichotomous data using a multidimensional Rasch analysis simulation methodology. Results reveal that, at higher values of between-dimension correlation, AIC indicated the correct two-dimension generating structure slightly more often than the BIC or CAIC. The results also demonstrated that violations of the Rasch model assumptions are magnified at higher between-dimension correlations. We recommend that practitioners working with highly correlated multidimensional data use moderate length (roughly 40 items) instruments and minimize data-to-model misfit in the choice of model used for confirmatory factor analysis (multidimensional random coefficient multinomial logit or other multidimensional item response theory models).
Multiple research methods from different paradigms were used in this interpretive study to explore the nature of classroom environments in a cross-national study involving Taiwan and Australia. When English and Mandarin versions of a questionnaire assessing student perceptions of 7 dimensions of the classroom learning environment were administered to 50 classes in each country, data analysis supported the reliability and factorial validity of the questionnaire and revealed differences between Taiwanese and Australian classroom environments. The data provided a starting point from which other methods (such as observations, interviews, and narrative stories) were used to gain a more in-depth understanding of the classroom environments in each country. Findings are represented in the form of stories and interpretive commentaries.
Extensive research conducted in developed countries has established classroom learning environment as a thriving field of study. The present investigation makes a contribution to classroom environment research in that it involved the translation into Indonesian of scales previously available only in English, and the subsequent validation and use of these translated scales among Indonesian students. The new Indonesian instrument consists of nine seven-item scales based upon the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale. Analyses of data collected from a sample of 373 Indonesian students from nine schools supported the new instrument's internal consistency, discriminant validity, ability to differentiate between classrooms, and predictive validity (i.e. ability to predict student outcomes). Potential applications of the new instruments in Indonesian classrooms are suggested.
A multidimensional Rasch-type item response model, the multidimensional random coefficients multinomial logit model, is presented as an extension to the Adams & Wilson (1996) random coefficients multinomial logit model. The model is developed in a form that permits generalization to the multidimensional case of a wide class of Rasch models, including the simple logistic model, Masters' partial credit model, Wilson's ordered partition model, and Fischer's linear logistic model. Moreover, the model includes several existing multidimensional models as special cases, including Whitely's multicomponent latent trait model, Andersen's multidimensional Rasch model for repeated testing, and Embretson's multidimensional Rasch model for learning and change. Marginal maximum likelihood estimators for the model are derived and the estimation is examined using a simulation study. Implications and applications of the model are discussed and an example is given.
Educational and psychological tests are often composed of multiple short subtests, each measuring a distinct latent trait. Unfortunately, short subtests suffer from low measurement precision, which makes the bandwidth—fidelity dilemma inevitable. In this study, the authors demonstrate how a multidimensional Rasch analysis can be employed to take into account the information about the correlation between latent traits such that the precision of each subtest measure can be improved and the correlation between latent traits can be accurately estimated. A real data set of the 13-scale Thinking Styles Inventory was analyzed with the traditional unidimensional approach and the multidimensional approach. The results demonstrate that in contrast to the unidimensional approach, the multidimensional approach yields a much higher level of measurement precision and a more appropriate estimate for the correlation between thinking styles. In conclusion, even short subtests can yield highly precise measures such that the bandwidth—fidelity dilemma is resolved.
During the 1970s unprecedented attention has been directed internationally to the conceptualization, assessment, and study of classroom learning environment. This paper introduces and classifies eight papers appearing in the same journal which integrate past research on classroom environment and identify recent developments which could influence research in the 1980s. (RL)
This comprehensive study involved the use of the what is happening in this class? (WIHIC) questionnaire among 2310 Singaporean Grade 10 students (aged 15 years) in 75 geography and mathematics classes in 38 schools. A seven-scale factor structure was strongly supported and the alpha reliability of each scale was high. An investigation of associations between classroom environment and several student outcomes revealed that better examination scores were found in classrooms with more student cohesiveness, whereas self-esteem and attitudes were more favourable in classrooms with more teacher support, task orientation and equity. Differences between the classroom environments of geography and mathematics classes were small relative to the large differences between students' actual and preferred classroom environments.
The What Is Happening In this Class? (WIHIC) questionnaire was validated cross-nationally using a sample of 3980 high school
students from Australia, the UK and Canada. Confirmatory factor analysis supported the seven-scale a priori structure of the instrument. Fit statistics indicated a good fit of the model to the data. While all items loaded strongly
on their a priori factor, model fit indices revealed a degree of scale overlap. The use of multi-sample analyses within structural equation
modelling substantiated invariant factor structures for three grouping variables: country, grade level and student gender.
This study supported the wide international applicability of the WIHIC as a valid measure of classroom psychosocial environment.
This research is distinctive in that it not only provides an example of one of the few cross-cultural studies in science education,
but also it used multiple research methods from different paradigms in exploring classroom learning environments in Taiwan
and Australia. This article describes the validation and use of an English and Mandarin version of the What is Happening in
this Class? (WIHIC) questionnaire in junior high school science classes in Australia and Taiwan. When the WIHIC was administered
to 1,081 students in 50 classes in Australia and to 1,879 students in 50 classes in Taiwan, data analysis supported the reliability
and factorial validity of the questionnaire, and revealed differences between Taiwanese and Australian classrooms. Although
the study commenced from a more positivistic framework, favouring a more objectivist view, as the study progressed, it employed
an interpretative framework and drew on elements of constructivist and critical theory paradigms. This article outlines the
researchers' use of multiple research methods including classroom observations, in-depth interviews and narratives. The themes
which emerged from the data gathered using these methods helped to make sense of classroom environments that were created
in each country.
This study compared inquiry and non-inquiry laboratory teaching in terms of students’ perceptions of the classroom learning
environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment
and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample
of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect
size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective
for male and female students.
This article describes the validation of scores on actual and preferred forms of the What Is Happening In this Class? (WIHIC).
The WIHIC is a 56-item instrument that assesses seven classroom environment dimensions: Student Cohesiveness, Teacher Support,
Involvement, Investigation, Task Orientation, Cooperation and Equity. A sample of 978 secondary school students from Australia
responded to actual and preferred forms of the WIHIC. Separate confirmatory factor analyses for the actual and preferred forms
supported the seven-scale apriori structure of the instrument. Fit statistics indicated a good fit of the models to the data.
The use of multitrait-multimethod modelling with the seven scales as traits and the two forms of the instrument as methods
supported the WIHIC’s construct validity. This research has provided strong evidence of the sound psychometric properties
of the WIHIC.
A unidimensional latent trait model for responses scored in two or more ordered categories is developed. This “Partial Credit”
model is a member of the family of latent trait models which share the property of parameter separability and so permit “specifically
objective” comparisons of persons and items. The model can be viewed as an extension of Andrich's Rating Scale model to situations
in which ordered response alternatives are free to vary in number and structure from item to item. The difference between
the parameters in this model and the “category boundaries” in Samejima's Graded Response model is demonstrated. An unconditional
maximum likelihood procedure for estimating the model parameters is developed.
With the increase in the number of multinational and multicultural research projects, the need to adapt health status measures for use in other than the source language has also grown rapidly. 1,4,27 Most questionnaires were developed in English-speaking countries, 11 but even within these countries, researchers must consider immigrant populations in studies of health, especially when their exclusion could lead to a systematic bias in studies of health care utilization or quality of life. 9,11 The cross-cultural adaptation of a health status selfadministered questionnaire for use in a new country, culture, and/or language necessitates use of a unique method, to reach equivalence between the original source and target versions of the questionnaire. It is now recognized that if measures are to be used across cultures, the items must not only be translated well linguistically, but also must be adapted culturally to maintain the content validity of the instrument at a conceptual level across different cultures. 6,11‐13,15,24 Attention to this level of detail allows increased confidence that the impact of a disease or its treatment is described in a similar manner in multinational trials or outcome evaluations. The term “cross-cultural adaptation” is used to encompass a process that looks at both language (translation) and cultural adaptation issues in the process of preparing a questionnaire for use in another setting. Cross-cultural adaptations should be considered for several different scenarios. In some cases, this is more obvious than in others. Guillemin et al 11 suggest five different examples of when attention should be paid to this adaptation by comparing the target (where it is going to be used) and source (where it was developed) language and culture. The first scenario is that it is to be used in the same language and culture in which it was developed. No adaptation is necessary. The last scenario is the opposite extreme, the application of a questionnaire in a different culture, language and country—moving the Short Form 36-item questionnaire from the United States (source) to Japan (target) 7 which would necessitate translation and cultural adaptation. The other scenarios are summarized in Table 1 and reflect situations when some translation and/or adaptation is needed. The guidelines described in this document are based on a review of cross-cultural adaptation in the medical, sociological, and psychological literature. This review led to the description of a thorough adaptation process designed to maximize the attainment of semantic, idiomatic, experiential, and conceptual equivalence between the source and target questionnaires. 13 . Further experience in cross-cultural adaptation of generic and diseasespecific instruments and alternative strategies driven by different research groups 18 have led to some refinements
Nadiem Makarim announces no more national exam per 2021
- P G Bhwana
Bhwana, P. G. (2019, December 11). Nadiem Makarim announces no more national
exam per 2021. Tempo.com. https://en.tempo.co/read/1282559/nadiem-makarimannounces-no-more-national-exam-per-2021
Teacher quality may hold back Nadiem's reforms. The Jakarta Post
- G H Cahya
Cahya, G. H. (2019, December 15). Teacher quality may hold back Nadiem's reforms.
The Jakarta Post. https://www.thejakartapost.com/news/2019/12/15/teacher-qualitymay-hold-back-nadiems-reforms.html
Development, validation and use of personal and class forms of a new classroom environment instrument
- B J Fraser
- C J Mcrobbie
- D L Fisher
Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996, April). Development, validation
and use of personal and class forms of a new classroom environment instrument [Paper
presentation].
Academic qualification and competency standards for Indonesian teachers No. 16. Jakarta, Indonesia: Ministry of Education and Culture Republic of Indonesia Ministry of Education and
Ministry of Education and Culture Republic of Indonesia. (2007). Academic
qualification and competency standards for Indonesian teachers No. 16. Jakarta,
Indonesia: Ministry of Education and Culture Republic of Indonesia
Ministry of Education and Culture Republic of Indonesia. (2018). Indonesian National
Assessment Programme (INAP). Available at https://puspendik.kemdikbud.go.id/inapsd/
A Rasch and factor analysis of an Indonesian version of the Student Perception of
- W Rahayu
- M D K Putra
- Y Rahmawati
- D Iriyadi
- R B Koul
Rahayu, W., Putra, M. D. K., Rahmawati, Y., Iriyadi, D., & Koul, R. B. (2020). A
Rasch and factor analysis of an Indonesian version of the Student Perception of
International Journal of Instruction, April 2021 • Vol.14, No.2
Validating an Indonesian Version of the What Is Happening in …
- B D Wright
Wright, B. D. (1977). Solving measurement problems with the Rasch model. Journal of
Educational Measurement, 14(2), 97-116.
Validating an Indonesian Version of the What Is Happening in …
International Journal of Instruction, April 2021 • Vol.14, No.2