Exploratory and confirmatory factor analysis of PERMA for Indonesian students in mathematics education programmes

Hidayat, Riyan; Habibi, Akhmad; Saad, Mohd Rashid Mohd; Mukminin, Amirul; Idris, Wan Izani bin Wan

doi:10.15823/p.2018.132.9

Cited by 18 publications

(20 citation statements)

References 33 publications

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“…For the normality of the data, skewness and kurtosis values for each item was computed, which should be in the range of -1.96 to +1.96 at p <0.05 significance level suggested by Hair et al (2010). Multicollinearity was informed when the matrix of the study's correlation was more than .900 as the cut off value proposed by Hidayat et al (2018) and Tabri and Elliott (2012).…”

Section: Discussionmentioning

confidence: 99%

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Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

Prasojo

Wijayanti

Yuliana

et al. 2020

SiELE

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The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.

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Section: Discussionmentioning

confidence: 99%

“…Agus,A. Habibi,& M. F. M. Yaakob,Instruments' validation of access to Motivation,Skills,and Use of digital technology: EFL context in Indonesia | 315 discriminant validities were obtained due to correlations of less than .900 (Hidayat et al, 2018;Tabri & Elliott, 2012).…”

Section: Preliminary Analysismentioning

confidence: 99%

Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

Prasojo

Wijayanti

Yuliana

et al. 2020

SiELE

Self Cite

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“…Although some results were mixed or unsatisfactory [e.g. 26], generally the results have supported the five-factor model with high internal and test-retest reliability, factor structure and construct validity [21,24,25].…”

Section: Well-being Theories and The Epoch Measure Of Adolescent Well-beingmentioning

confidence: 99%

“…Positive education involves bringing the science of well-being into schools through well-being lessons or through influencing the school culture in other ways [20]. The PERMA profiler, a measure developed for the PERMA model, was validated in its original development study with an international sample recruited online [21] and in Turkish [22], Australian [23], Italian [24] and Indonesian [25] samples. Although some results were mixed or unsatisfactory [e.g.…”

Section: Well-being Theories and The Epoch Measure Of Adolescent Well-beingmentioning

confidence: 99%

Testing the psychometric properties of the Swedish version of the EPOCH measure of adolescent well-being

2021

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The EPOCH Measure of Adolescent Well-being measures five positive indicators of the well-being of adolescents: engagement, perseverance, optimism, connectedness and happiness. This five-factor structure along with other indicators of validity and reliability were supported for the original English version and the Chinese version. In this study, we tested the psychometric properties of the Swedish version of the EPOCH with a sample (n = 846) of Swedish high school adolescents aged 16–21 years (Mage = 18, SD = .85). The participants answered a questionnaire containing the EPOCH, Coping Self-Efficacy Scale, and 21-item Depression, Anxiety, and Stress Scale (DASS-21). A confirmatory factor analysis supported a the five-factor, inter-correlated model. The internal consistency was good for all the EPOCH subscales (Cronbach’s α = .76–.88, McDonald’s ω = .77 –.88). The criterion validity was established by replicating correlations between the five EPOCH subscales and positive (coping self-efficacy) and negative (DASS-21) aspects of well-being. This study shows that the Swedish version of the EPOCH is suitable for assessing multiple dimensions of adolescent well-being.

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“…The current study focuses on the construct, convergent, and discriminant validity of instrument. Since discrepancies in cultural backgrounds seem to be progressively obvious (Clarke, 2013) especially associated with creativity-nurturing behaviors of educators (Kettler et al, 2018), the recent research have offered evidence on the construct, convergent, and discriminant validity of instrument (Hidayat, Habibi, Mohd Saad, Mukminin, & Wan Idris, 2018;Hidayat, Zamri, & Zulnaidi, 2018;Yong, Hutagalung, Hidayat, & Zulnaidi, 2020) for Indonesian settings. Creativity-nurturing behaviors is culture-sensitive and complex (Shao, Zhang, Zhou, Gu, & Yuan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Indonesian secondary teachers’ creative teaching

2021

ilkonline

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Weak-quality curriculum and instruction, educators' negative views in developing creativity, and a lack of educator flexibility, independency, and well-certified professional development are known as some barriers to implement creative teaching. The present study investigates the convergent, construct and discriminant validity of creative teaching instrument. Moreover, the present study explores the issue of teachers' creative teaching in Indonesian secondary schools by focusing on types of subject (science and social study). We followed a survey research design, using simple random sampling. A total of 150 students, which comprise 65 (43.3%) science teacher (physics, chemistry, mathematics, biology)) and 85 (56.7%) social science teacher (economics, geography, English, Indonesian language, sociology) in secondary school, have finished the questionnaire. The 30 (20%) are male teachers, 120 (80%) are female teachers. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and one-way multivariate analysis of variance (MANOVA) are carried out to analyze the data sample. EFA showed that the teachers' data included a six-factor structure: instructional designs; curiosity; creative thinking; imaginative utilization; problem solving; and excursion. The outputs of secondary-order CFA indicated that the hypocritical model provided an suitable fit to data sample. Finally, results of the present study reveal a not significant difference in creative teaching among groups. However, significant differences of imagination sub constructs were observed between science and social science teachers.

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Exploratory and confirmatory factor analysis of PERMA for Indonesian students in mathematics education programmes

Cited by 18 publications

References 33 publications

Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia

Testing the psychometric properties of the Swedish version of the EPOCH measure of adolescent well-being

Indonesian secondary teachers’ creative teaching

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