Content Validity of a Scale to Assess the Curriculum in the Certification of University Study Programs

2019 ◽  
Vol 25 (1) ◽  
pp. 57-61 ◽  
Author(s):  
Sergio Tobon ◽  
Luis Gibran Juárez-Hernandez ◽  
Bibiana Tobon ◽  
Julio H. Pimienta-Prieto ◽  
Clara Guzmán ◽  
...  
Keyword(s):  
Content Validity ◽  
Study Programs

scholarly journals Developing the teacher's social competency assessment instrument in the fourth industrial revolution era

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Rusijono Rusijono ◽  
Amat Jaedun ◽  
Badrun Kartowagiran ◽  
Ahman Ahman ◽  
Lukman A. R. Laliyo ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Content Validity ◽  
Teacher Candidates ◽  
Industrial Revolution ◽  
Language Education ◽  
Social Competency ◽  
Competency Assessment ◽  
The Social ◽  
Study Programs

The purpose of the study was to develop instruments for measuring the social competence of teacher candidates in the Industrial Revolution 4.0 era. The instrument was developed by referring to Indonesia Constitution Number 14 of 2005 concerning Teachers and Lecturers, Ministry of National Education (MONE) Regulation Number 16 of 2007, with the strengthened special competence of teacher’ candidates in the I.R. 4.0 era, were the top ten relevant skills. The instrument development was carried out with the following steps: (1) developing instrument constructs, (2) developing instrument blueprint, (3) instrument item writing, (4) instrument review, (5) instrument revision, (6) limited testing of instruments. The limited instrument testing was carried out with as many as 107 test subjects for 6th semester undergraduate education at UNY, consisting of three study programs, namely Mathematics Education, Indonesian Language Education, and English Language Education study programs. Data analysis to determine content validity was carried out based on Aiken's V coefficient, construct validity analysis was carried out with CFA, and reliability estimates were based on the Cronbach Alpha formula. The results of the analysis of the content validity of 30 instruments by seven experts, obtained the Aiken V index between 0.61 - 0.93, with 29 items valid, and one item invalid. The results of construct validity analysis with exploratory factor analysis (EFA) showed 25 valid items and five invalid items, with a KMO value of 0.504, while the significance of the Bartlett's Test was p = 0,000. Meanwhile, confirmatory factor analysis showed a fit model, with Chi-Square value = 290.35; p = 0.18; RMSEA = 0.00; GFI = 0.83; SRMR = 0.083; AGFI = 0.80; CFI = 0.86; RFI = 0.28. The reliability results show that the Cronbach Alpha coefficient is 0.40. This results shows that the social competency assessment instruments for teachers’ candidates in the I.R. 4.0 era have been developed is feasible to use, with some revisions.

Further Validity of the Japanese Version of the Ten Item Personality Inventory (TIPI-J)

2014 ◽  
Vol 35 (4) ◽  
pp. 236-244 ◽  
Author(s):  
Atsushi Oshio ◽  
Shingo Abe ◽  
Pino Cutrone ◽  
Samuel D. Gosling
Keyword(s):  
Big Five ◽  
Content Validity ◽  
Structural Equation ◽  
English Language ◽  
Full Range ◽  
Reliability And Validity ◽  
Japanese Version ◽  
Personality Inventory ◽  
Equation Modeling ◽  
Big Five Personality

The Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003 ) is a widely used very brief measure of the Big Five personality dimensions. Oshio, Abe, and Cutrone (2012) have developed a Japanese version of the TIPI (TIPI-J), which demonstrated acceptable levels of reliability and validity. Until now, all studies examining the validity of the TIPI-J have been conducted in the Japanese language; this reliance on a single language raises concerns about the instrument’s content validity because the instrument could demonstrate reliability (e.g., retest) and some forms of validity (e.g., convergent) but still not capture the full range of the dimensions as originally conceptualized in English. Therefore, to test the content validity of the Japanese TIPI with respect to the original Big Five formulation, we examine the convergence between scores on the TIPI-J and scores on the English-language Big Five Inventory (i.e., the BFI-E), an instrument specifically designed to optimize Big Five content coverage. Two-hundred and twenty-eight Japanese undergraduate students, who were all learning English, completed the two instruments. The results of correlation analyses and structural equation modeling demonstrate the theorized congruence between the TIPI-J and the BFI-E, supporting the content validity of the TIPI-J.

Content Validity Is Little Help When Choosing Among Selection Tests

2011 ◽  
Author(s):  
Kevin R. Murphy ◽  
Paige J. Deckert ◽  
Ted B. Kinney ◽  
Mei-Chuan Kung
Keyword(s):  
Content Validity

Discussion about psychology study programs

2005 ◽  
Author(s):  
Sandra Sebre ◽  
Malgozata Rascevska ◽  
Maija Plaveniece
Keyword(s):  
Study Programs

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

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