Multimedia constructivism instrument: Validity and reliability analysis

Isa, Zaharah Che; Azid, Nurulwahida

doi:10.11591/ijere.v11i4.22730

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…The indicators used in this constructivism instrument are based on the constructivist multimedia learning environment survey (CMLES) [24]. CMLES has undergone validity and reliability tests by previous researchers [25], which confirmed that this instrument is accurate and consistent in measuring constructivism. The CMLES indicators used to measure constructivism can be found in After the questionnaire data is collected, the next step is to analyze it to find out the average answer score for each indicator.…”

Section: Instructional Claritymentioning

confidence: 74%

Effective virtual laboratory to build constructivist thinking in electrical measurement practicum

Eliza,

Candra,

Putra Yanto

et al. 2024

IJEECS

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Constructivism serves as a basic theory in education, and plays an important role, because this perspective views learning as a dynamic process in which students actively participate in constructing their knowledge. So, this research aims to produce a virtual laboratory that is valid and effective in developing constructivist thinking. This research and development use the Ploom approach which consists of initial investigation, design, construction/realization, testing, evaluation, revision, and implementation. Thirty-two electrical engineering students from Padang State University participated in this research. The instruments used are validity instruments and constructivism assessment tools. The research results show that the Proteus-based virtual laboratory developed is valid and effective in fostering constructivist thinking in electrical measurement practice. This study contributes to the advancement of virtual laboratories in educational settings, emphasizing the importance of constructivist pedagogy for meaningful and engaging learning experiences in the field of electrical engineering. The results of this research open opportunities for further research regarding the exploration of artificial intelligence to improve constructivism through virtual laboratories.

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Section: Instructional Claritymentioning

confidence: 74%

Effective virtual laboratory to build constructivist thinking in electrical measurement practicum

Eliza,

Candra,

Putra Yanto

et al. 2024

IJEECS

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“…If this value is close to zero, then the item does not differentiate sufficiently between the upper and lower groups (Çakir, 2022;Retnawati, 2017). The test reliability coefficient can be said to be good if it has a coefficient above 0.70 (Alavi & Ghaemi, 2013;Alfiatunnisa et al, 2022;Isa & Azid, 2022;Tobón & Luna, 2021). The higher the coefficient, the smaller the level of measurement error, whereas the lower the coefficient, the greater the measurement error (Retnawati, 2017).…”

Section: Test Reliability Coefficientmentioning

confidence: 99%

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Hari Sugiharto Setyaedhi

2024

JERE

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Final semester exams have an essential role in measuring student learning outcomes. Therefore, the tests must be of good quality. The problem is that lecturers must use reliable measuring tools to measure learning outcomes. This research aims to compare various reliability coefficients to determine which method has the highest reliability. The data collection methods in this research are observation, interviews, and tests based on student responses to the final semester exams. The data analysis technique uses the reliability of the Alpha Cronbach formula, Kuder Richardson 20, 21, and the split-half method consisting of Spearman-Brown, Flanagan, Rulon, and Hoyt. This type of research uses quantitative description. Comparative research designs are ex post facto. The research subjects were 90 undergraduate students. The research results provide several conclusions: first, the odd-even Rulon method has the highest reliability coefficient, namely 0.86; second, all reliable methods have a coefficient above 0.7 as the minimum requirement for acceptance; and third. All reliability methods have relatively the same reliability coefficient, namely around 0.8. fourth, all reliable techniques are suitable for measuring tools in the final semester exam. This research implies that lecturers are advised to use the odd-even Rulon reliability coefficient when measuring learning outcomes.

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“…In this study, reliability was measured in addition to EFA criteria. The consistency or uniformity of respondents' responses across items, questions, or structures is referred to as reliability [19]. This means that if a person's talents remain consistent or the attribute being tested does not change after multiple measurements with the same instrument, they will receive the same score from the instrument.…”

Section: Analyzing Of Datamentioning

confidence: 99%

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Handayani,

Hussin,

Norman

2024

P Sci Edu

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Introduction. The preparedness of future economics teachers matters as it affects the quality of education, student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to shifting economies. The future generation needs educated people to act as members of society and the world economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored to meet the evolving standards of economics education. Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the validity of the configuration and the reliability of the construct as needed and is used to establish the extent to which the measured variable may represent the construct or variable that has previously been considered. Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge (TPACK), consisting of 39 items. However, four items were removed because their factor loading was below 0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index, which means that it meets the requirements and can measure the TPACK construct in measuring job readiness of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to become professional economics teachers. Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35 question items.

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Multimedia constructivism instrument: Validity and reliability analysis

Cited by 3 publications

References 16 publications

Effective virtual laboratory to build constructivist thinking in electrical measurement practicum

Effective virtual laboratory to build constructivist thinking in electrical measurement practicum

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

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