{"title":"小学教师互动的衡量标准","authors":"Farida Kurniawati","doi":"10.14421/IJDS.050101","DOIUrl":null,"url":null,"abstract":"Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]","PeriodicalId":55820,"journal":{"name":"INKLUSI Journal of Disability Studies","volume":"64 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif\",\"authors\":\"Farida Kurniawati\",\"doi\":\"10.14421/IJDS.050101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. 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引用次数: 1
摘要
教师的有效性，除其他外，反映在他们如何与学生互动。本研究旨在编制一份可靠有效的师生互动量表，供全纳小学使用。通过文献研究和焦点小组讨论进行项目收集(项目池)，并进行内容效度分析。通过对雅加达各包容性小学的101名教师实施量表，检验了因子效度和内部一致性。因子分析结果显示，师生互动有三个域，且α = 0。93. 这三个领域分别是情感支持(p = 0.11, RMSEA = 0.05, GFI = 0.91)、课堂管理(p = 0.13, RMSEA = 0.05, GFI = 0.90)和教学支持(p = 0.05, RMSEA = 0.06, GFI = 0.90)。建议在后续研究中进行收敛效度检验。增加外部效度可以通过让教师参与各种人口统计因素来实现。[ektivitas guru dalam mengajar tercermin antara]在印度，印度，印度，印度研究结果表明，中国的经济发展是可靠的，中国的经济发展是有效的，中国的经济发展是可靠的。企鹅项目(项目池)dilakukan berdasarkan研究文献，并讨论kelompok terfus, lalu dilakukan pengujian validasi konten。有效性的专业丹康斯坦斯内部dilakukan登甘melibatkan 101大师杨孟加尔di berbagai sekolah dasar inklusif di雅加达。分析因子menghasilkan tiga ranah(域)interaksi guru-siswa dengan α = 0。93. Ketiga ranah tersebut adalah dukungan情绪性(p = 0.11, RMSEA = 0.05, GFI = 0.91)，管理kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90)， dan dukungan行为性(p = 0.05, RMSEA = 0.06, GFI = 0.90)。企鹅有效性:konvergen direkomendasikan dalam penelitian selanjutnya。Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam factor of demografis。
Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif
Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]
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