Abstract
This study was aimed to develop the Chemistry Teaching Self-efficacy (CT-SE) instrument. The method of this study is an applied survey method. The data of pre-service teachers’ CT-SE was obtained through a questionnaire. Three dimensions of self-efficacy were examined in this study, Personal Science Teaching Efficacy belief (PSTE), knowledge efficacy, and teaching efficacy. A group expert confirmed the content validity of the CT-SE with 50 items that had been administered to 137 pre-service teachers. The data were analyzed using the Rasch model that the met criteria of the unidimensionality, item fit, difficulty/ability estimation, reliability, and information function. The results of the Rasch model showed that there are 39 items CT-SE that fit with the Rash model and high reliability for the person’s reliability and excellent reliability for the item reliability. The chemistry teaching self-efficacy is acceptable as a good instrument to collect the data. This study suggests that chemistry teaching self-efficacy will prove to be a useful instrument for the measure of pre-service teacher self-efficacy for acid-base topics in chemistry learning.
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