MEASURING STUDENTS’ SELF DETERMINATION IN MATHEMATICS LEARNING: AN INSTRUMENT VALIDATION STUDY

Iryana Muhammad; Al Jupri; Kusnandi Kusnandi; Siti Fatimah

doi:10.15408/ajme.v7i2.48714

Authors

Iryana Muhammad Universitas Malikussaleh
Al Jupri Universitas Pendidikan Indonesia
Kusnandi Universitas Pendidikan Indonesia
Siti Fatimah Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.15408/ajme.v7i2.48714

Keywords:

instrument validation, mathematics learning, self-determination

Abstract

Abstract

Self-determination is an important psychological aspect to measure. Instruments to measure this aspect are still limited. This study aims to develop and validate a questionnaire to measure self-determination in junior high school students' mathematics learning. This instrument is designed to measure four indicators of self-determination: autonomy, competence, relatedness, and willingness to engage in active learning. The research used a quantitative, descriptive approach, with expert validation and empirical testing. Content validity was evaluated by five validators from the fields of psychology, language, and mathematics education using the Q-Cochran test. The results of the empirical testing were analyzed for validity using Pearson Product-Moment correlation, and reliability was measured using Cronbach's Alpha. The Q-Cochran test results showed consistency in the experts' assessments. Of the 40 statements, 32 were declared valid and 8 invalid, with a high level of reliability. Thus, the developed instrument was deemed valid and reliable for measuring students' autonomy, competence, relatedness, and willingness to actively learn in mathematics.

Abstrak

Determinasi diri merupakan salah satu aspek psikologis yang penting untuk diukur. Instrumen untuk mengukur aspek ini masih terbatas. Penelitian ini bertujuan mengembangkan dan memvalidasi instrumen angket determinasi diri siswa SMP dalam pembelajaran matematika. Instrumen ini dirancang untuk mengukur empat indikator determinasi diri, yaitu otonomi, kompetensi, keterkaitan, dan kemauan aktif belajar. Penelitian menggunakan pendekatan deskriptif kuantitatif melalui tahapan validasi ahli dan uji coba empiris. Validitas isi dievaluasi oleh lima validator dari bidang psikologi, bahasa, dan pendidikan matematika menggunakan uji Q-Cochran. Hasil uji coba empiris dianalisis validitasnya dengan korelasi Pearson Product Moment dan reliabilitas diukur menggunakan Cronbach’s Alpha. Hasil uji Q-Cochran menunjukkan adanya keseragaman penilaian para ahli. Dari 40 pernyataan, 32 dinyatakan valid dan 8 tidak valid, dengan tingkat reliabilitas tinggi. Dengan demikian, instrumen yang dikembangkan dinyatakan valid dan reliabel untuk mengukur otonomi, kompetensi, keterkaitan, dan kemauan aktif belajar siswa dalam pembelajaran matematika.

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