VALIDITY OF INSTRUMENT MEASURING SECONDARY SCHOOL STUDENTS LEARNING DIFFICULTIES IN PHYSIC EDUCATION
DOI:
https://doi.org/10.22437/jiituj.v10i1.38086Keywords:
Confirmatory Factor Analysis, Exploratory Factor Analysis, Learning Difficulty, Physic LearningAbstract
In learning physic, students might experience learning difficulties that could hinder the knowledge transfer and the efficiency of the learning. It's caused by a limited number of instruments that are valid to measure students' learning difficulty in physical education. Therefore, the current research aims to validate physic learning difficulty scale for secondary school students in Indonesia. This research used a survey design. The current research participants were 388 students in Nusa Tenggara Barat, Indonesia. Two procedures were used to analyse the data: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results show that EFA with comprehensive techniques that compromise parallel analysis yielded a 3-factor solution: environment factor, metacognitive factor and emotional factor. The three factors solution was confirmed through CFA with the value: Chi Square=1.922, goodness of fit index (GFI)=.936, adjusted goodness of fit index (AGFI)=.913, Tucker–Lewis index (TLI)=.895, comparative fit index (CFI)=.913, root mean square error of approximation (RMSEA)=.049, and Standardized Root Mean Residual (SRMR)=.079. Therefore, based on psychometric analysis, the scale is valid and reliable to be used in measuring students physic learning difficulty of Indonesian secondary school students. The current research’s novelty is that it provides a valid and reliable instrument to measure student`s difficulty in physic education. The use of the current instrument can ensure the accuracy, reliability, and credibility of research related to student difficulty in physic education.
Downloads
References
Aartun, I., Walseth, K., Standal, Ø. F., & Kirk, D. (2020). Pedagogies of embodiment in physical education–a literature review. Sport, Education and Society, 27(1), 1–13. https://doi.org/10.1080/13573322.2020.1821182.
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192.
Abdillah, A., Sutisna, A., Tarjiah, I., Fitria, D., & Widiyarto, T. (2020). Application of Multinomial Logistic Regression to analyze learning difficulties in statistics courses. Journal of Physics, 1490(1), 012012. https://doi.org/10.1088/1742-6596/1490/1/012012.
Akbar, A., Karim, Z. A., Zakaria, J., Suryanef, S., Imami, M. K. W., Syahdiah, U., & Fitri, H. A. (2024). Psychometric properties of emotional intelligent scale: the application for university students in Indonesia. International Journal of Evaluation and Research in Education (IJERE), 14(1), 157. https://doi.org/10.11591/ijere.v14i1.28599.
Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self –Regulated learning skills in a massive open online course (MOOC) environment. The Turkish Online Journal of Distance Education, 20(3), 1–16. https://doi.org/10.17718/tojde.598191.
Astalini, A., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students’ science process skills. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.11591/ijere.v8i2.28646.
Aziz, A. A., Mamat, M. N., Salleh, D. M., Abdullah, S. F. S., & Nordin, M. N. (2021). An analysis of systematic literature review on the development of Islamic oriented instruments. The Journal of Contemporary Issues in Business and Government, 27(1), 3222–3233. https://cibg.org.au/article_9593_6d5be06e7039e564ac3371c155e7ffaa.pdf
Bahar, H., Iswan, I., & Sundi, V. H. (2021). Designing of a Parenting Education Web Program in Overcoming Students’ Learning Difficulties at Home during the COVID-19 Pandemic. Webology, 18(SI05), 551–569. https://doi.org/10.14704/web/v18si05/web18246
Baharum, H., Ismail, A., Awang, Z., McKenna, L., Ibrahim, R., Mohamed, Z., & Hassan, N. H. (2023). Validating an instrument for measuring newly graduated nurses’ adaptation. International Journal of Environmental Research and Public Health, 20(4), 2860. https://doi.org/10.3390/ijerph20042860.
Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1). https://doi.org/10.1186/s43031-019-0007-8.
Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/10.1016/j.compedu.2020.103953.
Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2015). Students’ Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them. European Journal of Physics Education, 6(2). https://doi.org/10.20308/ejpe.96231.
Bray, A., & Williams, J. (2020, April). Why is physics hard? Unpacking students’ perceptions of physics. In Journal of Physics: Conference Series (Vol. 1512, No. 1, p. 012002). IOP Publishing.
Budiman, D., Wibowo, R., & Suntoda, A. (2020). Validity and Reliability of Movement Learning Difficulties Instrument of Primary School Students. Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). https://doi.org/10.2991/ahsr.k.200214.105.
Candido, K. J. O., Capilitan, L. B., Gillesania, K. C. C., Silva, N., & Reales, J. M. B. (2023). Learning Physics in the Blended Learning mode: Input for Enhanced Strategies in Learning Physics. International Journal of Multidisciplinary Applied Business and Education Research, 4(3), 774–783. https://doi.org/10.11594/ijmaber.04.03.10.
Damayanthi, L. P. E., Sugihartini, N., Damasanti, I. a. R., & Ryantini, K. T. D. (2021). Identifying students’ learning difficulties in human and computer interaction course through the implementation of project based learning model. Journal of Physics, 1810(1), 012068. https://doi.org/10.1088/1742-6596/1810/1/012068.
Darmayanti, R., Rahmah, K., Utomo, D. P., Fauza, M. R., Laila, A. R. N., & Choirudin, C. (2023). Challenges of Indigenous Students in Overcoming Difficulties in Learning Algebra: A Problematic Perspective of Ethnomathematical. Al-Ishlah: Jurnal Pendidikan, 15(2), 26437–2646. https://doi.org/10.35445/alishlah.v15i2.2473.
Dash, G., & Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173, 121092. https://doi.org/10.1016/j.techfore.2021.121092.
Di Lorenzo, R., Venturelli, G., Spiga, G., & Ferri, P. (2019). Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students. PubMed, 90(4-S), 32–43. https://doi.org/10.23750/abm.v90i4-s.8273.
Diezmann, C. M., Stevenson, M. K., & Mercer, K. L. (2016), Mathematics Learning Difficulties: An Australasian Perspective. 2nd International STEM in Education Conference, pp. 2004-2009.
Elastika, R. W., Sukono, S., & Dewanto, S. P. (2021). Analysis of factors Affecting students’ mathematics learning difficulties Using SEM as information for teaching improvement. International Journal of Instruction, 14(4), 281–300. https://doi.org/10.29333/iji.2021.14417a.
Etkina, E. (2015). Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices? American Journal of Physics, 83(8), 669–679. https://doi.org/10.1119/1.4923432.
Finch, W. H. (2019). Using fit statistic differences to determine the optimal number of factors to retain in an exploratory factor analysis. Educational and Psychological Measurement, 80(2), 217–241. https://doi.org/10.1177/0013164419865769.
Gao, W., Ping, S., & Liu, X. (2020). Gender differences in depression, anxiety, and stress among college students: A longitudinal study from China. Journal of Affective Disorders, 263, 292–300. https://doi.org/10.1016/j.jad.2019.11.121.
Ghazali, N. H. M., Zaini, S. H., Hamzah, M., Bakar, N. I. A., & Imami, M. K. W. (2024). Validation of a teacher mathematics knowledge scale based on the Ernest framework among Malaysian teachers. International Journal of Evaluation and Research in Education (IJERE), 13(5), 2979. https://doi.org/10.11591/ijere.v13i5.28880ju.
González, A., Fernández, M. V. C., & Paoloni, P. V. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558-585.
Goretzko, D., Pham, H., & Bühner, M. (2019). Exploratory factor analysis: Current use, methodological developments and recommendations for good practice. Current Psychology, 40(7), 3510–3521. https://doi.org/10.1007/s12144-019-00300-2
Habibi, H., Jumadi, J., & Mundilarto, M. (2019). The Rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills. International Journal of Evaluation and Research in Education, 8(4), 659. https://doi.org/10.11591/ijere.v8i4.20292.
Handrianto, C., Jusoh, A. J., Rashid, N. A., Imami, M. K. W., Wahab, S., Rahman, M. A., & Kenedi, A. K. (2023). Validating and Testing the Teacher Self-Efficacy (TSE) Scale in Drug Education among Secondary School Teachers. International Journal of Learning Teaching and Educational Research, 22(6), 45–58. https://doi.org/10.26803/ijlter.22.6.3.
Hidayat, R., Imami, M. K. W., Liu, S., Qudratuddarsi, H., & Saad, M. R. M. (2024). Validity of engagement instrument during online learning in mathematics education. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 467–484. https://doi.org/10.22437/jiituj.v8i2.34453.
Hidayatullah, Z., Wilujeng, I., Nurhasanah, N., Gusemanto, T. G., & Makhrus, M. (2021). Synthesis of the 21st Century Skills (4C) based Physics Education research in Indonesia. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(1), 88. https://doi.org/10.26737/jipf.v6i1.1889.
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate studies in education, 9(1), 46-49.
Jusoh, A. J., Imami, M. K. W., Handrianto, C., Isa, A. N. M., Omar, S. Z., Abdullah, A., & Wahab, S. (2023). Verification of reliability and validity of a Malaysian version of Rathus Assertiveness Schedule as drug Prevention scale. Islamic Guidance and Counseling Journal, 6(2). https://doi.org/10.25217/0020236369700.
Knekta, E., Runyon, C., & Eddy, S. L. (2019). One size doesn’t fit all: Using factor analysis to gather validity evidence when using surveys in your research. CBE- Life Sciences Education, 18(1), rm1. https://doi.org/10.1187/cbe.18-04-0064.
Kruse, F., Büchel, S., & Brühwiler, C. (2024). Dimensionality of instructional quality in physical education. Obtaining students’ perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1370407.
Kurniawan, D. A., Astalini, A., Darmaji, D., Tanti, T., & Maryani, S. (2022). Innovative learning: gender perception of e-module linear equations in mathematics and physics. Indonesian Journal on Learning and Advanced Education (IJOLAE), 92-106. https://doi.org/10.23917/ijolae.v4i2.16610.
Kusumah, I. P., Susetyo, B., Tarsidi, I., & Ani, Y. (2021, August). Item response theory approach in the preparation of instruments for identification of mathematics learning difficulties. In International Conference on Special Education In South East Asia Region 11th Series 2021 (pp. 24-32). Redwhite Press.
Liu, T., & Lipowski, M. (2021). Sports Gamification: Evaluation of its impact on learning motivation and performance in Higher education. International Journal of Environmental Research and Public Health, 18(3), 1267. https://doi.org/10.3390/ijerph18031267
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and resulting Confusion in Learning: An Integrative review. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00049
Lutviana, E., Rahardjo, S. B., Susanti, E., Yamtinah, S., Mulyani, S., & Saputro, S. (2019). The computer-assisted testlet assessment instrument to measure students’ learning difficulties in chemical bonding. Journal of Physics: Conference Series, 1156, 012019. https://doi.org/10.1088/1742-6596/1156/1/012019
McBeath, M. L., Drysdale, M. T. B., & Bohn, N. (2018). Work-integrated learning and the importance of peer support and sense of belonging. Journal of Education and Training, 60(1), 39–53. https://doi.org/10.1108/et-05-2017-0070
Mirawati, M., & Sikarni, W. (2023). Description of student attitudes: enjoyment in learning physics and interest in more time studying physics. Schrödinger Journal of Physics Education, 4(1), 1–6. https://doi.org/10.37251/sjpe.v4i1.490
Nasution, A. N. K., Wijaya, C., & Dalimunthe, M. (2026). Leadership, Collaboration, and Satisfaction: A Structural Model of Teachers’ Normative Commitment in Islamic Elementary Schools. Journal Evaluation in Education (JEE), 7(1), 22-33. https://doi.org/10.37251/jee.v7i1.2324.
Nava, F. J., & Camarao, M. (2017). High school students' difficulties in physics. In National conference on research in teacher education presented at the National Conference on Research in Teacher Education (NCRTE) (pp. 9-11).
Navos, D. B., Ordoña, M. B., Llorente, J. M., & Camarao, M. K. G. (2024). Teachers difficulty and coping strategies in Physics. International Journal of Multidisciplinary Applied Business and Education Research, 5(4), 1384–1389. https://doi.org/10.11594/ijmaber.05.04.22.
Niyitanga, T., Bihoyiki, T., & Nkundabakura, P. (2021). Factors affecting use of practical work in teaching and learning physics: assessment of six secondary schools in Kigali City, Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 61–77. https://doi.org/10.4314/ajesms.v17i1.4.
Norris, M., & Lecavalier, L. (2010). Evaluating the use of exploratory factor analysis in developmental disability psychological research. Journal of autism and developmental disorders, 40, 8-20.
Ogunsanya, O. A., Aigbavboa, C., Thwala, W. D., & Edwards, D. J. (2019). Barriers to sustainable procurement in the Nigerian construction industry: an exploratory factor analysis. International Journal of Construction Management, 22(5), 861–872. https://doi.org/10.1080/15623599.2019.1658697.
Ornek, F., Robinson, W. R., & Haugan, M. P. (2008). What Makes Physics Difficult?. International Journal of Environmental and Science Education, 3(1), 30-34.
Patil, V. H., Singh, S. N., Mishra, S., & Donavan, D. T. (2008). Efficient theory development and factor retention criteria: Abandon the ‘eigenvalue greater than one’criterion. Journal of Business Research, 61(2), 162-170.
Permana, A. H., Sekartaji, A., & Ambarwulan, D. (2022). Development of Diagnostic Test of Learning Difficulties for High School on Newton’s Law Material using Moodle Learning Platform. Journal of Physics: Conference Series, 2377(1), 012070. https://doi.org/10.1088/1742-6596/2377/1/012070.
Pramesti, T., & Retnawati, H. (2019). Difficulties in learning algebra: An analysis of students’ errors. Journal of Physics, 1320(1), 012061. https://doi.org/10.1088/1742-6596/1320/1/012061.
Pratidhina, E., Rosana, D., & Kuswanto, H. (2024). Designing Modeling-based Physics Online Learning Assisted with Home-lab-kit. KnE Social Sciences. https://doi.org/10.18502/kss.v9i8.15634.
Rahmi, S., & Azra, F. (2023). Description of student learning difficulties in the thermochemistry. Jurnal Pijar Matematika Dan Ilmu Pengetahuan Alam, 18(5), 736–742. https://doi.org/10.29303/jpm.v18i5.5581.
Ramli, A., Zain, R. M., Campus, C., Chepa, P., & Bharu, K. (2018). The impact of facilities on students’ academic achievement. Sci. Int.(Lahore), 30(2), 299-311.
Reddy, M., & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics: An Empirical Study on Influencing Factors. Journal of Education and Practice, 8(14), 59-62.
Rettob, R. J., Poluakan, C., Tulandi, D. A., Mongan, S., & Polii, J. (2021). Students learning difficulties in understanding the Lorentz force. Journal of Physics, 1968(1), 012041. https://doi.org/10.1088/1742-6596/1968/1/012041.
Rohe, K., & Zeng, M. (2023). Vintage factor analysis with Varimax performs statistical inference. Journal of the Royal Statistical Society Series B: Statistical Methodology, 85(4), 1037–1060. https://doi.org/10.1093/jrsssb/qkad029.
Sabila, N. I., & Putrie, C. A. R. (2023). Analysis of Factors of Learning Difficulty For Students of Class VII In Social Studies Subjects At Smp Darul Kirom. Jurnal Ilmu Pendidikan Ahlussunnah, 6(1), 53–63.
Sainio, P. J., Eklund, K., Ahonen, T., & Kiuru, N. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of Learning Disabilities, 52(4), 287–298. https://doi.org/10.1177/0022219419841567
Sainio, P. J., Eklund, K., Hirvonen, R., Ahonen, T., & Kiuru, N. (2020). Adolescents’ academic emotions and academic achievement across the transition to lower secondary school: The role of learning Difficulties. Scandinavian Journal of Educational Research, 65(3), 385–403. https://doi.org/10.1080/00313831.2019.1705900
Septiawan, M. A., & Hadi, S. (2018). Confirmatory Factor Analysis (CFA) Diagnostic Tests of Mathematics Learning Difficulties of Elementary Student. The 2nd International Conference On Child-Friendly Education (ICCE) 2018.
Shakir, M., & Sharma, S. (2018). Using Educational Psychology for Better TeachingLearning Environment. International Journal of Education, 8, 20-28
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2
Siouli, S., Makris, S., Romanopoulou, E., & Bamidis, P. P. (2020). Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties. In Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings 15 (pp. 131-143). Springer International Publishing.
Siqueira, M. A. M., Gonçalves, J. P., Mendonça, V. S., Kobayasi, R., Arantes-Costa, F. M., Tempski, P. Z., & Martins, M. D. A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC medical education, 20(1), 1-10.
Siregar, F., Ningsih, A. C., & Rohmah, O. (2023). Learning Difficulties in Early Children. Scientia: Social Sciences & Humanities, 2(2), 32–38.
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289.
Sürücü, L., & Maşlakçı, A. (2020). Validity and Reliability in Quantitative Research. Business and Management Studies: An International Journal, 8(3), 2694–2726. https://doi.org/10.15295/bmij.v8i3.1540.
Taherdoost, H., Sahibuddin, S., & Jalaliyoon, N. (2014). Exploratory Factor Analysis; Concepts and Theory. HAL (Le Centre Pour La Communication Scientifique Directe).
Tanti, T., Kurniawan, D. A., Kuswanto, K., Utami, W., & Wardhana, I. (2020). Science process skills and critical thinking in science: Urban and rural disparity. Jurnal Pendidikan IPA Indonesia, 9(4), 489-498. https://doi.org/10.15294/jpii.v9i4.24139.
Tanti, T., Astalini, A., Kurniawan, D. A., Darmaji, D., Puspitasari, T. O., & Wardhana, I. (2021). Attitude for physics: The condition of high school students. Jurnal Pendidikan Fisika Indonesia, 17(2), 126-132. https://doi.org/10.15294/jpfi.v17i2.18919.
Tanti, T., Darmaji, D., Astalini, A., Kurniawan, D. A., & Iqbal, M. (2021). Analysis of user responses to the application of web-based assessment on character assessment. Journal of education technology, 5(3), 356-364. https://doi.org/10.23887/jet.v5i3.33590.
Tanti, T., Utami, W., Deliza, D., & Jahanifar, M. (2025). Investigation in vocation high school for attitude and motivation students in learning physics subject. Journal Evaluation in Education (JEE), 6(2), 479-490. https://doi.org/10.37251/jee.v6i2.1452.
Tavakol, M., & Wetzel, A. P. (2020). Factor Analysis: a means for theory and instrument development in support of construct validity. International Journal of Medical Education, 11, 245–247. https://doi.org/10.5116/ijme.5f96.0f4a
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrandiz, C., & López-Liria, R. (2019). Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. International journal of environmental research and public health, 16(16), 2810.
Veenman, M. V. (2016). Learning to self-monitor and self-regulate. In Handbook of research on learning and instruction (pp. 249-273). Routledge.
Wangchuk, D., Wangdi, D., Tshomo, S., & Zangmo, J. (2023). Exploring Students’ Perceived Difficulties of Learning Physics. Educational Innovation and Practice, 6.
Wangchuk, P., Seden, K., & Utha, K. (2022). The Study on the Relationship between Students’ Learning Motivation and their Achievement in Physics. Asia-Pacific Journal of Educational Management Research, 7(2), 41–54. https://doi.org/10.21742/ajemr.2022.7.2.04.
Wijaya, A., Retnawati, H., Setyaningrum, W., Aoyama, K., & Sugiman, S. (2019). Diagnosing Students’ Learning Difficulties In The Eyes Of Indonesian Mathematics Teachers. Journal on Mathematics Education, 10(3), 357–364. https://doi.org/10.22342/jme.10.3.7798.357-364
Zeitlhofer, I., Hörmann, S., Mann, B., Hallinger, K., & Zumbach, J. (2023). Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments. Knowledge, 3(2), 277-292.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 muh khairul wajedi imami, mazlina mat darus, zahida aliatu zain, Mutahharah Hasyim
This work is licensed under a Creative Commons Attribution 4.0 International License.
