ANALISIS PSIKOMETRIK INSTRUMEN MAKLUM BALAS KURIKULUM MATEMATIK SEKOLAH MENENGAH: KESEDIAAN MENDEPANI PENDIDIKAN 5.0 DAN PPPM 2026-2035
PSYCHOMETRIC ANALYSIS OF THE SECONDARY SCHOOL MATHEMATICS CURRICULUM FEEDBACK INSTRUMENT: READINESS FOR EDUCATION 5.0 AND THE MALAYSIA EDUCATION BLUEPRINT (MEB) 2026-2035
DOI:
https://doi.org/10.35631/IJMOE.831033Keywords:
Pendidikan 4.0 (Education 4.0), KSSM Matematik (Mathematics KSSM), Kesahan dan Kebolehpercayaan (Validity and Reliability), CBAMAbstract
Sehubungan dengan lengkapnya satu pusingan pelaksanaan Kurikulum Standard Sekolah Menengah (KSSM), satu soal selidik telah dibangunkan bagi menyediakan profil keprihatinan dan maklum balas guru Matematik sekolah menengah terhadap pelaksanaan kurikulum tersebut dalam konteks perubahan pendidikan semasa. Instrumen ini dibangunkan melalui adaptasi Concern-Based Adoption Model (CBAM) dan tinjauan literatur. Kajian ini bertujuan menilai kesahan kandungan dan ketekalan dalaman instrumen sebagai sebahagian daripada fasa awal pembangunan dan penilaian instrumen. Seramai empat orang pakar terlibat dalam proses penilaian kesahan kandungan, manakala 22 orang guru Matematik terlibat dalam kajian rintis. Content Validity Index (CVI) digunakan untuk menentukan tahap persetujuan pakar terhadap kesesuaian dan relevansi item, manakala ketekalan dalaman instrumen dinilai menggunakan pekali alpha Cronbach. Dapatan menunjukkan bahawa instrumen memperoleh nilai kesahan kandungan keseluruhan yang tinggi (S-CVI/Ave = 0.96) dan nilai alpha Cronbach keseluruhan sebanyak 0.968. Dapatan kajian ini memberikan bukti awal bahawa instrumen yang dibangunkan mempunyai kesahan kandungan dan ketekalan dalaman yang memuaskan untuk menilai keprihatinan dan maklum balas guru Matematik terhadap pelaksanaan kurikulum. Walau bagaimanapun, pengujian psikometrik selanjutnya menggunakan sampel yang lebih besar diperlukan bagi mengesahkan kestabilan kebolehpercayaan dan struktur konstruk instrumen.
Following the completion of a full cycle of the implementation of the Secondary School Standard Curriculum (KSSM), a questionnaire was developed to profile secondary school mathematics teachers’ concerns and feedback regarding curriculum implementation within the context of current educational changes. The instrument was developed through the adaptation of the Concern-Based Adoption Model (CBAM) and a review of the relevant literature. This study aimed to evaluate the content validity and internal consistency of the instrument as part of the initial phase of instrument development and evaluation. Four experts were involved in the content validity assessment, while 22 mathematics teachers participated in the pilot study. The Content Validity Index (CVI) was used to determine the level of expert agreement on the relevance and appropriateness of the items, while the internal consistency of the instrument was assessed using Cronbach’s alpha coefficient. The findings indicated that the instrument achieved a high level of overall content validity (S-CVI/Ave = 0.96) and an overall Cronbach’s alpha coefficient of 0.968. These findings provide preliminary evidence that the developed instrument demonstrates satisfactory content validity and internal consistency for assessing mathematics teachers’ concerns and feedback regarding curriculum implementation. However, further psychometric testing with a larger sample is required to establish the stability of its reliability and confirm the construct structure of the instrument.
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