Kesahan dan Kebolehpercayaan Instrumen Indeks Pemupukan Kreativiti dalam Pengajaran Guru dengan Elemen Islam (I-CFTI) Berdasarkan Pendekatan Model Rasch (Validity and Reliability of Creativity Fostering Index Instrument in Teacher Instruction with Islamic Elements (I-CFTI) Based on Rasch Model Approach)

Hashimah Md Yusoff, Mohd Isa Hamzah, Shahlan Surat

Abstract


Pengajaran yang memupuk kreativiti merupakan pendekatan pengajaran yang dianggap penting selari dengan aspirasi negara yang ingin melahirkan generasi kreatif dan inovatif. Instrumen yang sering diguna pakai untuk mengukur pemupukan kreativiti guru adalah Creativity Fostering Teacher Index (CFTI). Instrumen ini telah diguna pakai secara piawai di kebanyakan negara di seluruh dunia. Walau bagaimanapun, instrumen ini didapati kurang sesuai untuk diguna pakai oleh guru-guru yang mengajar subjek Pendidikan Islam kerana kreativiti yang dipromosikan oleh barat adalah berbeza dengan kreativiti yang dianjurkan oleh Islam. Oleh itu, tujuan kertas kajian ini adalah untuk mengukur kesahan dan kebolehpercayaan instrumen CFTI yang diubah suai dengan penerapan elemen Islam (Islamic Creativity Fostering Teacher Index-I-CFTI). Bagi memeriksa kefungsian item dan mengesan kesahan serta kebolehpercayaan, model pengukuran Rasch digunakan. Instrumen I-CFTI ini menjalani peringkat pembinaan item dengan melalui proses penulisan item, penghakiman panel pakar dan semakan item. Manakala bagi peringkat pengesahan item pula, I-CFTI menjalani proses kajian rintis, analisis kebolehpercayaan dan kesahan serta penambahbaikan item. Dapatan akhir menunjukkan sebanyak 7 item digugurkan (4 daripada item asal dan 3 daripada item elemen Islam) kerana tidak menepati kriteria pemeriksaan. Analisis ini menghasilkan instrumen I-CFTI sebanyak 46 item dan sesuai diguna pakai oleh guru-guru yang mengajar subjek Pendidikan Islam.

Kata kunci: Rasch Measurement Model; I-CFTI; creativity fostering; item development; item validation

 

Teaching that fosters creativity is a teaching approach that is thought to be important in line with the aspirations of the nation that wants to produce creative and innovative future generation. Instruments that are often used to measure the inclusion of teacher creativity are the Creativity Fostering Teacher Index (CFTI). This instrument has been standardized in most countries around the world. However, this instrument is not suitable to be used by teachers who teach Islamic Education lessons because the creativity promoted by the west is different from the creativity promoted in Islam. Therefore, the purpose of this study is to measure the validity and reliability of a modified CFTI instrument by the application of Islamic elements (Islamic Creativity Fostering Teacher Index - I-CFTI). To examine functional items and detect validity and reliability, Rasch model measurement is used. The I-CFTI instrument undergoes item building stages by going through the item writing process, expert panel judgment and item review. Whereas for level confirmation items, I-CFTI undergoes a pilot study process, reliability and validity analysis and item enhancements. The final findings show that 7 items were abandoned (4 of the original and 3 elements of the Islamic element) because they did not meet the criteria. This analysis yields an I-CFTI instrument with 46 items that is suitable for the usage of Islamic education teachers.

Keywords: Rasch Measurement Model; I-CFTI; creativity fostering; item development; item validation


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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.03-09

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