EXPLORATORY FACTOR ANALYSIS (EFA) AND CONFIRMATORY FACTOR ANALYSIS (CFA) TO MEASURE THE VALIDITY AND RELIABILITY CONSTRUCTS OF HISTORICAL THINKING SKILLS, TPACK AND APPLICATION OF HISTORICAL THINKING SKILLS

Abstract

In teaching and learning sessions, the effectiveness of applying Historical Thinking Skill (TKPS) elements to students depends on the level of teacher mastery in Historical Thinking Skill (KPS) and the skills of adapting Technological, Pedagogical and Content Knowledge (TPACK) components in teaching and learning sessions and approach study uses quantitative studies based on the Structural Equation Model (SEM). This study aims to develop and verify the validity and reliability of the instrument using the Exploration Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to measure the construction of KPS, TPACK and TKPS. This study has adapted the instruments developed by some earlier researchers, and also modified some statements in accordance with current studies. Therefore, it is necessary to re-run the Analysis of Factor Analysis of the Exploration (EFA) and Confirmatory Factor Analysis (CFA), as the current study area may differ from previous studies, or the current study population is far different from previous studies in terms of socio-economic status, ethnicity and culture (Awang, 2010). The samples of this research were 100 upper secondary school Islamic Education teachers from various districts in Kelantan, Malaysia. After implementing the EFA, the constructs of historical thinking skills (KPS) and application of historical thinking skills (TKPS) were scaled down from five sub-constructs each to only one main construct for each set of skills with 18 and 13 items respectively. As for the TPACK construct, after the implementation of EFA, some items were moved to other constructs. Then, in the second stage of this study, CFA was implemented and after its implementation, 12 items and one construct (Technological construct) were deleted. Finally, only three main constructs (KPS, TKPS and TPACK) and 2 sub-constructs (Pedagogical and Content Knowledge) were proved to be statistically significant with the 35 remaining items and proceeded to be used for further study.