VALIDASI DAN REALIBILITAS INSTRUMEN ATTITUDES TOWARD CLASSROOM IN/ CIVILITY QUESTIONNAIRE DI JAWA TENGAH
Keywords:
Classroom Incivility, Intentional Civility, Unintentional Civility
Abstract
Tujuan dari penelitian ini adalah untuk memvalidasi skala Attitudes Toward Classroom In/ Civility Questionnaire. Hal ini mengingat bahwa instrument memiliki peran penting dalam proses penelitian sehingga validitas dan realibilitas perlu untuk diperhatian. Subyek pada penelitian ini berjumlah 293 siswa. Hasil temuan menunjukkan bahwa semua item dinyatakan valid dengan nilai koefisennya korelasi dari item ≥ 0,3 dan olah data reliabilitas Attitudes Toward Classroom In/ Civility Questionnaire, diketahui bahwa nilai koefisien reliabilitasnya adalah 0.913 dinyatakan sangat bagus karena hampir mendekati angka 1. Sehingga instrument Attitudes Toward Classroom In/ Civility Questionnaire dapat digunakan untuk penelitian selanjutnya.
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References
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Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta
Creswell, John W. 2015. Penelitian Kualitatif & Desain Riset. Yogyakarta : Pustaka Pelajar
Farrell, A. H., Provenzano, D. A., Spadafora, N., Marini, Z. A., & Volk, A. A. (2016). Measuring adolescent attitudes toward classroom incivility: Exploring differences between intentional and unintentional incivility. Journal of Psychoeducational Assessment, 34(6), 577–588. https://doi.org/10.1177/0734282915623446
Feldmann, L. J. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49(4), 137–140. doi:10.1080/87567555.2001.10844595
Hirschy, A. S., & Braxton, J. M. (2004). Effects of student classroom incivilities on students. New Directions for Teaching & Learning, 99, 67-76.
Lenz, A. S., Soler, I. G., Dell’Aquilla, J., & Uribe, P. M. (2017). Translation and Cross-Cultural Adaptation of Assessments for Use in Counseling Research. Measurement and Evaluation in Counseling and Development, 50(4), 224–231. https://doi.org/10.1080/07481756.2017.1320947
Marini, Z. A. (2009). The thin line between civility and incivility: Fostering reflection and self-awareness to create a civil learning community. Collected Essays on Learning and Teaching, 2, 61-67.
Marini, Z. A., Dane, A., & Kennedy, R. (2010). Multiple pathways to bullying: Tailoring educational practices to variations in students’ temperament and brain function. In M. Ferrari & L. Vuletic (Eds.), Developmental interplay of mind, brain, and education: Essays in honour of Robbie Case (pp. 257-291). New York, NY: Springer
Mawarto (2016) Efektivitas Konseling Kelompok Dengan Memanfaatkan Model Untuk Meningkatkan Kedisiplinan Siswa Kelas Xi Mia 3 SMA Negeri 8 Surakarta Semester Ii Tahun 2014/2015. Scholaria, Vol. 6, No. 1 https://doi.org/10.24246/j.scholaria.2016.v6.i1.p102-116
Mulyasa (2003) Mulyasa. 2003. Kurikilulum Berbasis Kompetensi. Bandung: PT. Remaja Rosdakarya
Novita, K, R., Sugiharto, D, Y, P., Anni, C, T. (2017) Meningkatkan Kemampuan Prososial Siswa SD Melalui Layanan Informasi dengan Teknik Bibliotherapy. Indonesian Journal of Guidance and Counseling: Theory and Application IJGC 6(4). https://journal.unnes.ac.id/sju/index.php/jbk/article/view/19793
Purwanto, Edy. (2016). Metode Penelitian Kuantitatif. Yogyakarta: Pustaka Pelajar
Wilkins, K., Caldarella, P., Crook-Lyon, R., & Young, K. R. (2010). Implications of civility for children and adolescents: A review of the literature. Issues in Religion and Psychotherapy, 33, 37-45.
Zahar, A. K (2012) Strategi Kesopanan dalam Tindak Tutur Tak Langsung pada Film Harry Potter and the Deathly Hallows. Students e-journal. Fakultas Ilmu Budaya, Universitas Padjadjaran. http://jurnal.unpad.ac.id/ejournal/article/view/1563
