scholarly journals Validitas dan Reliabilitas Skala Student Engagement

2020 ◽  
Vol 11 (2) ◽  
pp. 139
Author(s):  
Mahmud Junianto ◽  
Khoiruddin Bashori ◽  
Nurul Hidayah
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Emotional Engagement ◽  
Measurement Tool ◽  
Measuring Instruments ◽  
Measuring Instrument ◽  
Validity And Reliability ◽  
School Students

Research on student engagement has been incrase in recent years. Therefore, to determine the high or low level of student engagement, a valid and reliable measuring instrument is required. This means that the measuring instrument of student engagement must measure only the construct of student engagement reliably and consistently in measurement. The purpose of this research was to test the validity and reliability of the student engagement construct based on Fredrick et al theory. The components of student engagement that are used as a reference for making measuring instruments consist of behavioral engagement, emotional engagement, and cognitive behavior. The study was conducted on 100 high school students using a proportional sampling technique. The measuring instrument is constructed using a semantic differential scaling model. The validity and reliability test used the confirmatory factor analysis (CFA) approach with the help of PLS 3.2.9 software. The results showed that the student attachment measurement tool was declared valid and reliable to be used as a measuring tool. The convergent and discriminant validity tests have met the standards, with loading factor score value of P> 0.5, while the Cronbach alpha reliability score is 0.753 and the composite reliability is 0.835. This measuring instrument is also declared fit with an RSMR value of 0.033. 7 items dropped out of the 18 items tested. Keywords :Student Engagement, Validity,Reliability, Measurement

scholarly journals All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement

2020 ◽  
Author(s):  
Katharina Schnitzler ◽  
Doris Holzberger ◽  
Tina Seidel
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Self Concept ◽  
Emotional Engagement ◽  
School Students ◽  
Post Test ◽  
High Engagement ◽  
Better Than

Abstract Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Validity and Reliability Evidence for Assessing Holland's Career Types

2015 ◽  
Vol 25 (62) ◽  
pp. 307-316 ◽  
Author(s):  
Everson Meireles ◽  
Ricardo Primi
Keyword(s):  
High School Students ◽  
Discriminant Validity ◽  
Personal Characteristics ◽  
Multidimensional Analysis ◽  
Validity And Reliability ◽  
School Students ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
And Function

ABSTRACTProfessional interests are a synthesis of personal characteristics and function as a guiding factor for one's career choice. This study shows evidence of validity and reliability for the interpretation of the scores of a measure of career types. The responses of 1,265 high school students to 154 items from the Escala de Avaliação dos Tipos Profissionais de Holland (ATPH) ENT#091;Assessment Scale of Holland's Career TypesENT#093; were used. Exploratory and confirmatory factor analyses showed that the six-factor structure is appropriate and consistent to represent the RIASEC types. Evidence of convergent-discriminant validity of parcels of items was demonstrated to represent the latent factors of the ATPH Scale. Results of multidimensional analysis and phi correlation phi partially confirmed the hypothesis of circularity and congruence among the career types, which are organized in the acronym RASIEC. The implications of these results and study limitations are discussed.

scholarly journals Motivation Scale For Participation In Physical Activity (MSPPA): A study of validity and reliabilityFiziksel Aktiviteye Katılım Motivasyonu Ölçeği (FAKMÖ): Geçerlik ve güvenirlik çalışması

2018 ◽  
Vol 15 (4) ◽  
pp. 2479 ◽  
Author(s):  
Gönül Tekkurşun Demir ◽  
Halil İbrahim Cicioğlu
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Relevant Literature ◽  
English Summary ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
School Students ◽  
Test Form ◽  
Motivation Scale

The aim of this study is to develop a valid and reliable measurement tool to measure the motivation of high school students to participate in physical activity. In the study, the relevant literature was searched and focus group interview was made with three different groups composed of 8 high school students, and an item pool with 55-item was created considering the opinions of experts. After the expert opinions were received, necessary corrections were made on the test form and applied to 308 high school students attending Ödemiş Anatolian High School and Ödemiş Ticaret Odası Anatolian High School in Ödemiş, İzmir in 2016-2017 academic year. As a result of the exploratory factor analysis, the form, which is formed by 16 items and 3 sub-dimensions, accounts for 54.69% of the total variance. In the result of the CFA, the values of fit indices were examined and it was seen that the 3 factorial structure of the scale consisting of 16 items was confirmed as a model. The scale was found to be reliable according to Cronbach's Alfa internal consistency tested to determine the reliability of the scale and the Spearman Brown two-tailed reliability coefficient values. As a result, it was concluded that the "Motivation Scale For Participation In Physical Activity (MSPPA)" is valid and reliable.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı, lise öğrencilerinin fiziksel aktiviteye katılım motivasyonlarını ölçebilmek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Çalışmada ilgili literatür taranmış, üç farklı gruptan oluşan 8’er lise öğrencisi ile odak grup görüşmesi yapılmış ve uzman görüşleri göz önünde bulundurularak 55 maddelik bir madde havuzu oluşturulmuştur. Uzman görüşleri alındıktan sonra denemelik form üzerinde gerekli düzeltmeler yapılmış ve 2016-2017 eğitim öğretim yılında İzmir ili Ödemiş ilçesinde Ödemiş Anadolu Lisesi ve Ödemiş Ticaret Odası Anadolu Lisesi’nde öğrenimine devam eden 308 lise öğrencisine uygulanmıştır. Açımlayıcı faktör analizi sonucunda, 16 madde ve 3 alt boyuttan oluştuğu tespit edilen form, toplam varyansın %54,69’unu açıklamaktadır. Yapılan DFA sonucunda da uyum indeks değerlerine bakılmış ve 16 maddeden oluşan ölçeğin 3 faktörlü yapısının bir model olarak doğrulandığı görülmüştür. Ölçeğin güvenirliğini belirlemek için test edilen Cronbach-Alfa iç tutarlık ve Spearman Brown iki yarı güvenirlik katsayı değerlerine göre ölçeğin güvenilir olduğu sonucuna varılmıştır. Sonuç olarak, “Fiziksel Aktiviteye Katılım Motivasyonu Ölçeği (FAKMÖ)” nin geçerli ve güvenilir olduğu sonucuna varılmıştır.

scholarly journals Pengembangan Inventori Stres Akademik Siswa Sekolah Menengah Pertama (SMP) Negeri Kota Malang

2018 ◽  
Vol 4 (1) ◽  
pp. 30-35
Author(s):  
Imamah Yulinawati ◽  
Khairul Bariyyah ◽  
Devi Permatasari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Sampling Technique ◽  
Academic Stress ◽  
Development Research ◽  
Validity And Reliability ◽  
School Students ◽  
Normality Test ◽  
Stress Inventory ◽  
Cluster Random Sampling

This development research aims to produce an academic stress scale to measure the stress level of students who have high validity and reliability. So that it can facilitate counselors in helping students with academic stress problems. This development research uses a method or strategy developed by Borg and Gall involving 300 students. The sample of this study were junior high school students aged 13-16 years who were selected with cluster random sampling technique, Pearson Product Moment data analysis, Cronbach Alpha, normality test and factor analysis. This development research resulted in academic stress instruments consisting of 31 valid items and 15 correlating factors. So that the final results of this academic stress inventory can be used to measure students' academic stress levels.

scholarly journals The relationship between school climate and students’ engagement at school

2020 ◽  
Vol 52 (2) ◽  
pp. 233-274
Author(s):  
Dejan Djordjic
Keyword(s):  
High School Students ◽  
School Climate ◽  
Student Engagement ◽  
Emotional Engagement ◽  
School Life ◽  
School Students ◽  
Teacher Student ◽  
Climate Scale ◽  
Novi Sad ◽  
The Relationship

The school climate is a construct that can adequately represent the quality of school life. School climate is the sum of perceptions of teachers, parents, students and administration about different aspects of school functioning and has an impact on their lives. The aim of the research was to determine the relationship between the school climate and student engagement. The sample consists of 332 high school students from Sombor and Novi Sad. The Delaware School Climate Scale was used, namely the School Climate and Student Engagement subscales. Prior to data processing, a confirmatory factor analysis was performed to confirm the latent dimensionality of the used instruments. Then, descriptive indicators were presented. According to descriptive indicators students assess the school climate moderately, and on average they are more cognitively/behaviourally engaged than emotionally. The intercorrelation table indicates low to moderate correlations between variables. In order to respond to the aim of the study, two multiple regression analyses were performed. Regression analysis shows that teacher student relations are statistically sig?nificant predictor of all three types of student engagement, while fairness of school rules appears as a statistically significant predictor of cognitive/behavioural student engagement, and the factor respect for diversity of students? emotional engagement. Similar results are found in other studies conducted around the world.

scholarly journals Heat and temperature metacognition awareness inventory: A confirmatory factor analysis

2021 ◽  
Vol 10 (2) ◽  
pp. 389
Author(s):  
Moh. Irma Sukarelawan ◽  
Dwi Sulisworo ◽  
Jumadi Jumadi ◽  
Heru Kuswanto ◽  
Siti Anisatur Rofiqah
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Factor Loading ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Confirmatory Factor

<span lang="EN-US">This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.</span>

scholarly journals THE EFFECT OF PANEL DISCUSSION ON THE STUDENTS’ READING COMPREHENSION

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Syukri Iskandar ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Panel Discussion ◽  
Sampling Technique ◽  
Control Group ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Test Items ◽  
National Examination

This study deals with the second year senior high school students’ in reading comprehension. The objective of the study was the investigation of the effect of Panel Discussion on the students’ in reading comprehension. The study was designed in experimental research. The population of this study was the 2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total number of population of the study was 415 students which consist of 12 classes. The sample of the research was 60 students. The technique used for obtaining the sample was the cluster sampling technique. The sample classes were divided into two groups, namely the experimental group that was taught by applying Panel Discussion Technique, and the control group that was taught by applying classical Technique. The instrument for collecting data used objective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. The test was taken and selected from the National Examination test items that were related to the kind of narrative text. So, the validity and reliability of the test items were considered valid and reliable. The data were statistically analyzed by using t-test formula at the level of significance α (0.05) = 1.669 with the degree of freedom (df) = 65. It was found that the t-observed was higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that Panel Discussion Technique significantly affect the students’ achievement in reading comprehension.  Keywords: Reading Comprehension, Cluster Sampling, Panel      Discussion. 

scholarly journals Pengaruh Blended Learning Model dan Sikap Berbahasa terhadap Kemampuan Menulis Bahasa Inggris Siswa Sekolah Menegah Atas Negeri di Kota Pekanbaru

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 1-9
Author(s):  
Sri Wahyuni ◽  
Fauzul Etfita
Keyword(s):  
High School Students ◽  
Blended Learning ◽  
Hypothesis Testing ◽  
Sampling Technique ◽  
Learning Model ◽  
Study Data ◽  
Validity And Reliability ◽  
School Students ◽  
Writing Ability ◽  
Language Attitude

Writing ability is one of the demands of learning English. However, writing is also the most difficult skill faced by high school students in the city of Pekanbaru. For this reason, the learning model should be appropriate in accordance with the age development and problems faced by students. Thus, the authors attempted to analyze; (1) the effect of blended learning on students’ writing ability; (2) the effectof language attitude on students’ writing ability; and (3) the effect of blended learning model and language attitude on students’ writing ability. Referring to the problems and purposes of this study, the author used a quantitative approach namely the experimental method with factorial design. The research was conducted at SMAN 6 Pekanbaru by using a random sampling technique. To measure students' writing ability, the researchersemployed a writing test. Whereas to obtain information or collect data related to language attitude in this study, the researchers distributed questionnaires that have been tested for validity and reliability. After collecting data, researchers tested the data and hypotheses using SPSS 21. In this study, data was normally distributed and the population was homogeneous so that hypothesis testing could be continued. Based on the results of hypothesis testing, this study could be concluded that; (1) there was an effect of blended learning on students’ writing ability; (2) there was an effectof language attitude on students’ writing ability; and (3) there was no effect of blended learning model and language attitude on students’ writing ability.

scholarly journals The Description of Resilient and Competitive Characters of The Senior High School Students in Jakarta

Humaniora ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 211
Author(s):  
Antonina Pantja Juni Wulandari
Keyword(s):  
High School ◽  
High School Students ◽  
Role Playing ◽  
Senior High School ◽  
Measuring Instruments ◽  
Measuring Instrument ◽  
School Students ◽  
Average Value ◽  
High Category ◽  
Senior High School Students

Article described resilient and competitive characters of Senior High School students in Jakarta. This research used the descriptive quantitative research methodology. The population in this research was taken from class 12 students of Senior High School in Jakarta. The sample-taking technique used non-probability sampling. The data collection used the questionnaires given to Senior High School students around Jakarta. The questionnaire consists of two psychological measuring instruments, namely resilient and competitive characters. The measuring instrument for the resilient character was taken from the resilience theory, Resilience Scale (RS), which was developed by Wagnild and Young. The measuring instrument for the competitive character was taken from the achievement motivation theory that is the motivation to encourage a person to be successful in competition with a standard of excellence. Based on the result of this research, the average value of the resilient character is 2.98, while the average value of the competitive character is 2.92. The largest resilient character category is in the high category with the percentage of 59%, while the largest competitive category is in the high category with 224 students and the percentage of 58%. The suggestion for the school is that the teaching of resilient and competitive characters can be presented in the example, definition, discussion, and role-playing. The suggestion for the teacher is to give rewards for students with good characters. The reward is not only for the achievement, but students with good character should be praised to maintain their behavior and use it as the model for other students. The suggestion for the next researcher is that the qualitative research can be used to observe resilient and competitive character from family or school. 

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