Kesahan Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK) menggunakan Model Miller
Validation of Children's Socio-Emotional Assessment Instrument (IPSK) Using Miller Model
DOI:
https://doi.org/10.37134/jpak.vol10.2.10.2021Keywords:
Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK), Model Miller, Model Pengukuran Rasch Pelbagai Faset, skala, bias penilai, item, kanak-kanak, Instrument of Children's Socio-Emotional Assessment (IPSK), Miller Model, Multi-Facet Rasch Measurement Model, scale, evaluator bias, children perfomanceAbstract
Kajian ini bertujuan bagi mengenalpasti kesahan item bagi pembinaan Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK) menggunakan Model Miller. Objektif kajian ini adalah mengenalpasti kesahan item dalam Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK) dan mengenalpasti kebolehpercayaan Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK) dengan menggunakan Model Pengukuran Rasch Pelbagai Faset melalui lima faset iaitu skala, bias penilai, masa, kesukaran item dan prestasi kanak-kanak. Walaubagaimanapun, artikel ini menerangkan tentang kesahan di dalam proses reka bentuk Instrumen Pentaksiran Sosioemosi Kanak-Kanak (IPSK). Reka bentuk kajian pembinaan dan pengujian Instrumen Pentaksiran Sosioemosi Kanak-kanak (IPSK) melibatkan pendekatan kuantitatif. Instrumen ini dibina dengan merujuk kepada Model Pembinaan Instrumen Miller yang telah disusun semula oleh Nor Mashitah Mohd Radzi (2017) di dalam kajiannya Pembinaan dan Pengesahan Instrumen Pentaksiran Prestasi Standard Awal Pembelajaran Awal dan Perkembangan Awal Kanak-kanak. Proses kesahan telah dilalui sebelum melalui fasa kebolehpercayaan. Dalam konteks kajian ini, kesahan yang dilakukan adalah kesahan muka dan kesahan kandungan daripada barisan pakar-pakar berpengalaman. Nila Content Validation Ratio (CVR) telah dilakukan bagi menganalisis kesahan kandungan. Melalui analisis tersebut, terdapat dua item yang digugurkan kerana memiliki nilai CVR < 0.8. Oleh demikian itu, 26 item yang digunakan bagi proses kebolehpercayaan.
This research aims to identify validity of item in developing a Children’s Socio-Emotional Assessment (IPSK) instrument using the Miller Model. The research objective is to identify validity and reliability of the Children’s Socio-Emotional Assessment (IPSK) items by using Many-Facet Rasch Model through five facets which are scale, assessor bias, time, item difficulty and children achievement. However, this article explains the process of validity process. The development of this instrument involved quantitative research. This instrument is developed by referring to the Miller Instrument Model rearranged by Nor Mashitah Radzi (2017) in her research, Development and Validation of Standard Performance Assessment Instrument for Early Childhood Learning and Early Development. In this research context, the process of validity included content validity and face validity that has been validated by experts in this field. Content Validation Ratio (CVR) is calculated to determine content validity. From the analysis, two items were dropped as the CVR < 0.8. Hence, 26 items were used to undergo reliability process.
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