Penelitian ini bertujuan untuk menghasilkan sebuah alat ukur (tes) berpikir kritis yang valid dan reliabel untuk digunakan, baik dalam lingkup pendidikan maupun kerja di Indonesia. Tahapan penelitian dilakukan berdasarkan tahap pengembangan tes menurut Hambleton dan Jones (1993). Kisi-kisi dan pembuatan butir didasarkan pada konsep dalam tes Watson-Glaser Critical Thinking Appraisal (WGCTA). Pada WGCTA, berpikir kritis terdiri dari lima dimensi yaitu Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. Uji coba tes dilakukan pada 1.453 peserta tes seleksi karyawan di Surabaya, Gresik, Tuban, Bojonegoro, Rembang. Data dikotomi dianalisis dengan menggunakan model IRT dengan dua parameter yaitu daya beda dan tingkat kesulitan butir. Analisis dilakukan dengan menggunakan program statistik Mplus versi 6.11 Sebelum melakukan analisis dengan IRT, dilakukan pengujian asumsi yaitu uji unidimensionalitas, independensi lokal dan Item Characteristic Curve (ICC). Hasil analisis terhadap 68 butir menghasilkan 15 butir dengan daya beda yang cukup baik dan tingkat kesulitan butir yang berkisar antara –4 sampai dengan 2.448. Sedikitnya jumlah butir yang berkualitas baik disebabkan oleh kelemahan dalam menentukan subject matter experts di bidang berpikir kritis dan pemilihan metode skoring.Kata kunci: Pengembangan tes, berpikir kritis, item response theory DEVELOPING CRITICAL THINKING TEST UTILISING ITEM RESPONSE THEORYAbstractThe present study was aimed to develop a valid and reliable instrument in assesing critical thinking which can be implemented both in educational and work settings in Indonesia. Following the Hambleton and Jones’s (1993) procedures on test development, the study developed the instrument by employing the concept of critical thinking from Watson-Glaser Critical Thinking Appraisal (WGCTA). The study included five dimensions of critical thinking as adopted from the WGCTA: Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. 1453 respondents from Surabaya, Gresik, Tuban, Bojonegoro and Rembang were used for trailing the test. The dichotomous data were analized using the Item Response Theory with two parameter logistic model using statistical program Mplus ver. 6.11. Several assumptions were tested prior the IRT analysis; the test of unidimensionality, local independency and Item Characteristic Curve (ICC). Amongst 68 items only 15 items had good discrimination parameter. Difficulty item level ranged from – 4.95 to 2.448. The study was limited in producing high number of qualified items due to its failure in finding subject matter experts in critical thinking area and inadequate choice in scoring method.Keywords: test development, critical thinking, Item response theory

Career commitment is a motivation, attitude, and behavior shown by individuals in a profession to live and survive in the chosen career role. Career commitment has three dimensions, namely career identity (career identity), career planning, and career resilience. Career Commitment Measure (CCM) is an instrument measuring career commitment which has been used widely across countries. To use the instrument in different culture, the adaptation process is necessary so that the adapted instrument becomes valid and reliable. However, there is still little detailed information related to research that focuses on developing career commitment measurement tools, especially in Indonesia. The purpose of this study was to obtain a standardized version of Indonesia's career commitment measurement tool. The International Test Commission (2016) guideline was used in the process of adaptation. Based on the results of the CFA analysis using the AMOS 22 program, it can be concluded that the overall career commitment model with indicators consisting of three dimensions, namely career planning, career identity and career resilience, has a good fit model. The null hypothesis means that the career commitment model of goodness of fit is acceptable. This explains that the resulting model can describe the actual conditions.

Using a scale in different cultural contexts requires an adaptation process for the sake of fair comparison between obtained scores. The 9-item version of Utrecht Work Engagement Scale (UWES-9) has been adapted in various countries but Indonesia. This study aimed to make a scale adaptation of the UWES-9 in Indonesia. A hundred teachers of inclusive schools in Solo, Semarang, Surabaya, and Malang were involved as participants. Data were collected both online and paper-based. Confirmatory Factor Analysis (CFA) and Rasch test were used to analyze the data. Result showed that the UWES-9 had high values of: overall person and item interaction (α= .85); person reliability (= .71); and item reliability (= .95). The person measure value (=1.65 logit) and separation value 1.57 indicated two respondent groups based on the degree of work engagement. The item 5 had outfit value MNSQ > 14, meaning that it was unfit. Some items were found biased toward teaching duration in inclusive school. Internal structure analysis using CFA showed that UWES-9 is a unidimensional instrument with established goodness of fit value (RMSEA = .049; CFI, NFI, & GFI > .95). To conclude, UWES-9 has adequate psychometric properties, so it can be used for research or assessment.

The use of social media is very popular among adolescents, particularly female adolescents. Social media applications that provide widespread opportunities to share photos with peers, celebrities, and families can impact the body image of adolescent girls. The aim of this study was to explore the use of social media and its impact on perceptions, cognitions, and emotions that underlie body image of adolescent girls. Furthermore, this study also explored specific behaviors as consequences of positive or negative body image of adolescent girls. The authors conducted focus group discussions on eleven first-and third-semester female students at a university in Surabaya. The results of this study showed that all participants used more than one social media application, including Line, Instagram, YouTube, WhatsApp, and Facebook. Activities these participants frequently engaged in, such as uploading photos, viewing other people's photos, following friends or Instagram celebrities (Insta-celebs), stimulated them to make upward appearance comparisons and more likely to cause negative body image, even though there were participants who still had positive body image. Media literacy, parental guidance, and self-appreciation are necessary to overcome this problem.

Cyberslacking in the educational context is defined as using internet in the classrooms for non-academic purpose during lectures. One of student cyberslacking scale was developed by Akbulut, Dursun, Dönmez, & Sahin through researches towards Turkey undergraduate students. This scale consists of items to measure non-academic internet access activities during lectures. Those activities are sharing, shopping, real time updating, accessing online content and gaming/ gambling. This study aims to adopt the Cyberslacking Scale of Akbulut dkk. in the context of undergraduate Indonesian students. Subjects for adopting this scale are 46 male and 156 female undergraduate university students (N=202) with age range between 18-23 years. Second order confirmatory factor analysis (CFA) was conducted to analyze this scale. The results showed that dimension of sharing, shopping, real time updating, accesing online content, and gaming/gambling dimension are positively represented cyberslacking construct. Thus the cyberslacking scale can be used in Indonesian educational context.

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This study aims to examine the role of job insecurity towards innovative work behavior with job autonomy as a moderator. The concept of the three variables were tested using the theoretical concepts of job demand and job control. In the condition of "active job", individuals can produce ideas and innovations in responding to work conditions. Previous studies show that active jobs can be obtained when there is a high interaction between high job demand and job control. Based on these studies it can be assumed that job insecurity (job demand) and job autonomy (job control) will influence innovative work behavior. This study used a quantitative approach by using SEM-PLS to analyze data. A total of 194 participants in a manufacturing industry, primarily from its production units, were involved in this study. The results show that job insecurity has a negative significant effect on innovative work behavior while job autonomy has a positive significant effect on the variable. The moderation test of job autonomy on the effect of job insecurity on innovative work behavior show no significant result. The strict operational standard procedure in the production unit is assumed as one of the factors that makes job autonomy does not play a role in reducing the negative influence of job insecurity on innovative work behavior.

Subjective career success is an attitude regarding an individual’s achievement and satisfaction with their career resulting from a personal evaluation of their career experience. Subjective career success has eight dimensions: recognition, quality work, meaningful work, influence, authenticity, personal life, growth and development, and satisfaction. Subjective Career Success Inventory – SCSI (Subjective Career Success Questionnaire) has 24 items. The use of instruments at different cultural backgrounds requires an adaptation process so that the measurement results are valid and reliable, but until now, there has been no research on the adaptation of subjective career success measurement tools in Indonesia. The purpose of this study is to obtain a standardized subjective career success measurement tool. The adaptation process was carried out using the International Test Commission reference in2016. Based on the results of the CFA analysis of the LISREL 8.8 program, it can be concluded that according to theory, subjective career success models have a good fit model. This means that the zero hypotheses that state the subjective career success model of the goodness of fit are acceptable. This explains that the resulting model can describe actual conditions and can be used to measure subjective career success.