Valid Instrument For Assessment Research Articles

Psychometric Properties of the Antenatal Psychosocial Stress Scale in Turkish Pregnant Women

Background: Minimizing the stress levels of pregnant women is important to giving healthy birth and raising healthy generations. Therefore, there is a need for effective methods to diagnose stress early in pregnancy. Objective: The purpose of this research was to examine the psychometric features of the Antenatal Psychosocial Stress Scale (APSS) in pregnant Turkish women. Methods: This methodological study was conducted on 290 pregnant women. Results: The Turkish version of the APSS based on Exploratory Factor Analysis was found to have 70.215 percent of the total variance. It had a Cronbach's alpha coefficient of 0.78. After the confirmatory factor analysis, the following were determined: χ2/df: 1.663, CFI: 0.978, RMSEA: 0.048, GFI: 0. 972. Conclusion: The Turkish sample found the APSS to be a valid and trustworthy assessment instrument for pregnant women.

Retrospective assessment of ICD-10/DSM-5 criteria of childhood ADHD from descriptions of academic and social behaviors in German primary school reports.

The diagnosis of attention-deficit/hyperactivity disorder (ADHD) in adolescence and adulthood is particularly challenging because retrospective confirmation of previous childhood ADHD is mandatory. Therefore, collecting valid diagnostic information about behavior at school is important. Primary school reports often contain descriptions of academic performance and social behaviors associated with ADHD criteria. Yet, there is no systematic approach available how to assess such reports quantitatively, and therefore, there is also no study on how valid such an approach could predict an ADHD diagnosis. We examined primary school reports from Germany (ADHD: n = 1197, typically developing controls: n = 656) for semantic references to ICD-10/DSM-5 main and sub-criteria of ADHD. Descriptions were assessed on a quantitative scale (blinded clinical expert rating) for disorder-associated behaviors (symptoms scale) as well as for desired, adaptive behaviors (competencies scale) according to these criteria. The scores of these developed scales have been summarized to summary scores. Scores were analyzed using linear mixed models, and sensitivity and specificity were estimated using receiver operating characteristics (ROC). Ratings showed highly significant differences between school reports of children with and without ADHD. For the summary scores, both symptoms and competencies scales showed high diagnostic accuracy (ROC area under the curve at least 0.96) with best discrimination when combining both into an integrated index (sensitivity and specificity > 0.97). Our findings suggest that systematic quantitative analysis of primary school reports should be further explored to construct a valid instrument for retrospective assessment of childhood ADHD criteria to aid the diagnostic process in adolescents and adults.

Validation of Chinese Version Social Work Cultural Competencies Self-Assessment Instrument in Mainland China

Purpose: This study aims to develop and validate a self-assessment instrument for the cultural competence of social workers, namely, the Social Work Cultural Competencies Self-Assessment Instrument (SWCCSA), in mainland China. Method: Quota sampling was used to validate the Chinese version of the instrument. Data were collected from 1,000 social workers and students in mainland China to test the reliability and validity of the translated SWCCSA. Results: The Chinese version of SWCCSA was finalized with three-factor dimensions with 21 items after exploratory factor analysis and confirmatory factor analysis. The assessment presented good factorial validity and reliability. Discussion: The revised three-factor dimensional Chinese version of SWCCSA developed by this study is a reliable and valid measurement instrument for future assessment of social work practitioners’ and students’ cultural competence in China.

Service Dogs for Veterans and Military Members With Posttraumatic Stress Disorder

Military members and veterans (hereafter, veterans) with posttraumatic stress disorder (PTSD) increasingly seek psychiatric service dogs as a complementary intervention, yet the effectiveness of service dogs is understudied. To estimate the associations between psychiatric service dog partnership and self-reported and clinician-rated PTSD symptom severity, depression, anxiety, and psychosocial functioning after 3 months of intervention among veterans. This nonrandomized controlled trial used standardized and validated assessment instruments completed by participants and administered by blinded clinicians. Recruitment, eligibility screening, and enrollment were conducted between August 2017 and December 2019. Veterans were recruited using the database of an accredited nonprofit service dog organization with constituents throughout the US. Participants were veterans with a PTSD diagnosis; they were allocated to either the intervention group (n = 81) or control group (n = 75). Outcome assessments were performed at baseline and at the 3-month follow-up. Data analyses were completed in October 2023. Participants allocated to the intervention group received a psychiatric service dog for PTSD, whereas those allocated to the control group remained on the waiting list based on the date of application submitted to the service dog organization. Both groups had unrestricted access to usual care. The primary outcomes were PTSD symptom severity, depression, and anxiety after 3 months, and the secondary outcomes were psychosocial functioning, such as quality of life and social health. The self-reported PTSD Checklist for Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) was used to measure symptom severity, and the Clinician-Administered PTSD Scale for DSM-5 (CAPS-5) was used to assess PTSD diagnosis (score range for both instruments: 0-80, with higher scores indicating greater PTSD symptoms). The 156 participants included in the trial had a mean (SD) age of 37.6 (8.3) years and included 117 males (75%), 17 Black or African American individuals (11%), 30 Hispanic individuals (19%), and 117 White individuals (76%). Compared with the control group, the intervention group had significantly lower PTSD symptom severity based on the PTSD Checklist for DSM-5 mean (SD) score (41.9 [16.9] vs 51.7 [16.1]; difference in means, -11.5 [95% CI, -16.2 to -6.6]; P < .001) and the CAPS-5 mean (SD) score (30.2 [10.2] vs 36.9 [10.2]; difference in means, -7.0 [95% CI, -10.8 to -4.5]; P < .001) at 3 months. The intervention group also had significantly lower depression scores (odds ratio [OR], 0.45 [95% CI, 0.23-0.86]; difference in means, -3.3 [95% CI, -6.8 to -0.6]), anxiety (OR, 0.25 [95% CI, 0.13-0.50]; difference in means, -4.4 [95% CI, -6.9 to -2.1]), and most areas of psychosocial functioning (eg, social isolation: OR, 0.34 [95% CI, 0.18-0.64]). This nonrandomized controlled trial found that compared with usual care alone, partnership with a trained psychiatric service dog was associated with lower PTSD symptom severity and higher psychosocial functioning in veterans. Psychiatric service dogs may be an effective complementary intervention for military service-related PTSD. ClinicalTrials.gov ID: NCT03245814.

Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale

Blended learning environments demand teachers possessing a high level of assessment literacy, as they play a crucial role in facilitating students' second language (L2) learning outcomes and overall well-being. However, a notable research gap exists in understanding L2 teacher assessment literacy within the blended learning context, further exacerbated by the scarcity of valid assessment instruments tailored specifically to investigate L2 teachers' assessment literacy for blended learning. To address this gap, the present study undertook the development and validation of the L2 Teachers' Blended Assessment Literacy Scale (L2TBALS). The study involved 614 L2 teachers from China, divided into two sub-samples. The first sample underwent exploratory factor analysis (EFA), which revealed a robust four-factor solution comprising Knowledge, Attitude, Practice, and Socio-emotional management. Confirmatory factor analysis (CFA) with the other sample of 307 L2 teachers confirmed the scale's structure and sub-scales, establishing the final 40-item L2TBALS as a psychometrically reliable and valid instrument for measuring self-reported L2 teachers' blended assessment literacy. These findings have practical implications for teachers and teacher education programs, as well as broader implications for assessment literacy research.

Effect of Mnemonics in the Teaching of Araling Panlipunan 9 on Students’ Written Assessment Scores: A One-Group Study Design

This study investigated the effectiveness of mnemonics in teaching Araling Panlipunan 9 on students’ written assessment scores. It used a one-group pretest-posttest design, a quasi-experimental design of the quantitative research methodology. The study was conducted at a National High School in Apayao, Philippines. Purposive sampling was used to select 40 Grade 9 students as participants. The researchers used a validated assessment instrument adopted from the Department of Education modules. The results showed that the students improved their scores significantly after using mnemonics in teaching, as indicated by the increase in the mean average score, the rejection of the null hypothesis, and the positive correlation between mnemonic usage and performance. The study recommended continuing to use mnemonic techniques in teaching Araling Panlipunan 9, providing remedial support to low-performing students, and promoting active student engagement in the learning process.

Guidelines and recommendations for cross-linguistic aphasia assessment: a review of 10 years of comprehensive aphasia test adaptations

ABSTRACT Background Standardised aphasia assessment tools may not always be available in a variety of languages, posing challenges for speech and language therapists to adequately assess and diagnose aphasia in speakers of those languages. In 2013, Working Group 2 (WG2) Aphasia Assessment & Outcomes, part of the Collaboration of Aphasia Trialists network, was formed with the purpose of developing reliable and valid aphasia assessment tools and their cross-linguistic adaptations. Over the past decade, WG2 has undertaken important adaptation projects, including the cross-linguistic adaptation of the Comprehensive Aphasia Test (CAT; Swinburn et al., 2004). Aims This review aims to achieve three objectives: (a) describe the adaptation procedure of the CAT within WG2, (b) summarise common guidelines and recommendations for future adaptations, and (c) provide concrete solutions for specific cross-linguistic and cross-cultural challenges encountered during the adaptation and validation procedures of the CAT. Methods Between 2013 and 2023, WG2 employed a committee approach and fully adapted the CAT into Catalan, Croatian, Dutch, French, Hungarian, Norwegian, Spanish, and Turkish. Further adaptations are in progress for Arabic (Moroccan), Basque, Cantonese Chinese, German, Greek, Icelandic, Lithuanian, Serbian, Slovenian and Swedish. The review comprehensively addresses the linguistic/cultural adaptation and validation procedure for the three components of the battery: the Cognitive screening, the Language battery and the Aphasia Impact Questionnaire. Critical outcomes and some best practice recommendations from psychometric norming and piloting are also discussed. Outcomes and results This review builds upon prior work (Fyndanis et al., 2017) and serves as a practical guide for researchers and clinicians undertaking cross-linguistic adaptations of the CAT, with specific conclusions and recommendations drawn from WG2’s adaptations in 19 languages with diverse typological properties. Building on the work exemplified in this paper, future initiatives can direct their efforts towards adapting the CAT for PWA from different linguistic backgrounds for whom validated assessment instruments may be unavailable. This can be achieved through rigorous systematic adaptation procedures for the establishment of comparable language versions of this tool, valuable for various clinical applications. Such endeavours have the potential to provide access to valuable shared datasets for their use across international aphasia trials, and for comparable clinical work within the aphasiology community.

Innovation in Developing Indonesian Language Learning Media Based on Problems to Enhance Critical Thinking Skills of Students in Multi-Ethnic Primary Schools

This research aimed to explore the effectiveness of innovation in developing Indonesian language learning media based on problems to enhance the critical thinking skills of elementary school students in multi-ethnic areas. The research method used was an experiment with a pre-test and post-test design on the same subjects, involving one group of students who use problem-based learning media. This research was conducted in South Jakarta, which has a population of students from diverse ethnic backgrounds. The number of respondents was 27 from various ethnic groups. During the research period, data on critical thinking skills were collected through validated assessment instruments, taking into account the multi-ethnic context. Data analysis indicated that students who used problem-based learning media experienced a significant improvement in their critical thinking skills compared to the control group. This improvement was reflected in students' abilities to analyze information, evaluate arguments, and produce vital and reflective thinking in the context of the diverse Indonesian language.

THE DEVELOPMENT OF THE MATHEMATICAL LOGIC INTELLIGENCE ASSESSMENT INSTRUMENT

Mathematical logic intelligence leads to the ability to think systematically, logically, and scientifically. This intelligence supports learning outcomes not only in the realm of mathematics but also in other fields such as physics, chemistry, statistics, and so on. So far, there has yet to be a valid and reliable mathematical logic intelligence assessment instrument for students in elementary schools or Madrasah Ibtidaiyah. This study aims to develop a valid and reliable mathematical logic intelligence assessment instrument for Madrasah Ibtidaiyah students. The research method is research and development with nine steps: (1) determining the purpose of preparing the instrument, (2) looking for relevant theories or material coverage, (3) preparing indicator items, (4) preparing instrument items, (5) validating the content, (6) revision based on validator input, (7) conducting trials on appropriate respondents to obtain participant response data, and (8) conducting analysis, and (9) assembling the instrument. The research instruments used tests and validation sheets. Instrument validation in the form of content validation and construct validation by three experts in mathematics learning at the Madrasah Ibtidaiyah. The test was conducted on grade V students doing the limited experiment. The study's results produced a test to measure mathematical logic intelligence in as many as nine items, which were valid and reliable items with a coefficient of 0.793. The mathematical logic intelligence assessment instrument consists of five indicators, namely: logical thinking with the ability to organize ideas systematically, abstract thinking with the ability to understand complex mathematical concepts, deductive thinking with the ability to conclude from given premises, inductive thinking with the ability to collect data, and analytical thinking using the ability to analyze and solve mathematical problems.

Impacts of the Early COVID-19 Pandemic on Depressive Symptoms and Mental Health Among Student-Athletes.

Social distancing protocols due to the COVID-19 pandemic resulted in premature ending of athletic seasons and cancellation of upcoming seasons, placing significant stress on young athletes. Inability to play or forced early retirement has significant consequences on athlete's mental health, as demonstrated by an extensive body of injury literature. We hypothesize that premature suspension and cancellation of athletic events due to the COVID-19 pandemic leads to higher incidence of depressive symptoms among high-school and collegiate athletes. Further, athletes who strongly derive their sense of self-worth centered around athletics would have higher rates of depressive symptoms. High school and collegiate athletes were evaluated for depressive symptoms, emotional health and athletic identity measures through validated assessment instruments from May 2020 through July 2020. The Patient-Reported Outcomes Measurement Information System Depression Computer Adaptive Test (PROMIS-10 Depression CAT), Veterans RAND-12 (VR-12), which comprises both a physical and mental health component, and Athletic Identity Measurement Scale (AIMS) were utilized. Mental health assessments were completed by 515 athletes (52.4% male, 47.6% female; .84.5% collegiate, 15.5% high school). Female athletes scored significantly worse than males on VR-12 mental health assessments, as well as PROMIS-10 Depression scores; however, males scored significantly lower than females on VR-12 physical health assessments, irrespective of education level. Athletes who had strong associations with athletics as central to their personal identity exhibited worse psychologic impact on VR-12 mental health and PROMIS-10 Depression measures and female athletes in this cohort reported greater depressive symptoms than males. Social distancing protocols due to the COVID-19 pandemic have limited athlete's ability to participate in sports at the training and competition level. Higher rates of depressive symptoms in high school and college athletes have resulted among female athletes and those who identify strongly as an athlete.

Instrumentos para avaliação da função e da satisfação sexual das mulheres grávidas no contexto dos cuidados de saúde pré-natais: protocolo de revisão scoping

Introduction Despite the fears and beliefs related to sexual function and satisfaction during pregnancy, the healthy experience of sexuality (which is not reduced to these aspects but encompasses them) is relevant to women. Although quality of life is associated with sexual function and satisfaction, the effect of pregnancy in those dimensions, needs to be further explored in order to prevent problems and respond appropriately to women needs. Objective This scoping review aims to map, in the scientific literature, the assessment instruments to evaluate the sexual function and sexual satisfaction of pregnant women in prenatal health care context. Methods The Joanna Briggs Institute guidelines are used to conduct this protocol. The key information sources to be searched include several databases, such as MEDLINE, CINAHL, MedicLatina, Pubmed, Web of Science, Google Scholar and Open Access Scientific Repository of Portugal. Quantitative, qualitative, or mixed studies and secondary studies published in Portuguese, English, Spanish, French, and between 2018 and 2023 will be included. For inclusion criteria will be considered studies referring to instruments to evaluate sexual function and satisfaction of pregnant woman 18 years or over, in prenatal health care context [Population Concept Context framework]. Titles and abstracts of identified citations will be screened independently and assessed for eligibility by two reviewers. Potentially relevant full-text studies and data will be extracted using a data extraction form. The extraction table will show the data mapped in a descriptive way responding to research questions. Selected documents by each reviewer will be uploaded to the Covidence web tool, to optimize the systematic review process and facilitate collaboration between reviewers. For the management of references, the Mendeley software will be used. Discussion Mapping the instruments will enable to summarize the valid, reliable, and specific assessment instruments, their possibilities, and limitations. This results, will contribute to improve the access to information about sexual function and satisfaction during pregnancy, to identify women needs, and plan specific health care interventions. The outcomes relevance will help to guide health professionals and researchers to use the most appropriate assessment tools in prenatal health care context. Systematic review registration Open Science Framework - registration number: osf.io/csg8t

İlkokul Dönemi Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği (İDABÖ) Geliştirme Çalışması

Introduction: The aim of this study is to develop a teacher nomination scale for gifted students in primary schools. The developed scale is theoretically based on Renzulli’s Three-Ring Conception of Giftedness Theory. Method: In this study, a Teacher Nomination Scale for Gifted Children in Primary Schools (TNSG-P) was developed to identify gifted children attending primary school. The descriptive survey design was used in this study. In study 1, the exploratory factor analysis (EFA) using principal axis method was conducted. In study 2, the confirmatory factor analysis (CFA) using robust maximum likelihood estimation method was carried out. In study 3, the validity of the scale was tested. Findings: A pilot study involving 507 participants was carried out using the 89-item trial form. After the pilot phase, 50 items remained in the scale. A confirmatory factor analysis was conducted on the 50-item scale in a sample of 225 participants. This showed that the fit indices of the scale had a perfect fit and the second level three-factor structure of the scale with 27 items was confirmed. In the validity analysis of the scale, gifted students and typical students were compared and a statistically significant difference was obtained in favor of the gifted students. Cronbach’s α and stratified Cronbach’s α, McDonald’s ω, composite reliability coefficients and average variance extracted (AVE) values regarding the reliability of the scale were also examined. The reliability coefficients for both the overall scale and its subscales were found to be above .95. Discussion: The findings have revealed that the Teacher Nomination Scale for Gifted Children in Primary Schools is a valid assessment instrument and gives reliable scores in identifying gifted children.

Toward a representative assessment of competencies for a healthy, physically active lifestyle in the German population: development and validation of a short version of the physical activity-related health competence questionnaire (PAHCO_12)

Representative studies assessing behavior-oriented determinants for physically active lifestyles in the German adult population are lacking due to the absence of validated assessment instruments. Drawing on the physical activity-related health competence (PAHCO) model, the goal of the present study was to develop and evaluate a short version of PAHCO differentiating between the three sub-competencies ’movement competence’, ’control competence’, and ’self-regulation competence’. In the first step, we reduced the number of items from existing PAHCO-related questionnaires, while adjusting them for a telephone survey mode. In the second step, we validated this 12-item version with N = 3986 adults between 18 and 97 years (57.0 ± 18.2 years; 52.0% male) within the representative survey “German health Update” (GEDA 2023). We also gathered information about participants’ age, gender, education, leisure-time physical activity, and self-reported health. The psychometric analyses revealed satisfactory item statistics. Confirmatory factor analyses suggested a model variant in which two items showed theory-conform parallel loadings on a second sub-competence (comparative fit index [CFI] = 0.924, root mean square error of approximation [RMSEA] = 0.073, standardized root mean square residual [SRMR] = 0.044). The latent sub-competencies were significantly related to physical activity (0.20 ≤ β ≤ 0.27) and health (0.50 ≤ β ≤ 0.65), thus indicating criterion validity. The factor structure turned out to be invariant across age, gender, and educational levels. In summary, this study gained initial insights about the reliability and validity of a 12-item version of the PAHCO questionnaire. We recommend the instrument for use within representative surveys, for initial screening, the reporting of descriptive trends, or secondary outcomes of a trial.

Difficulties of Cancer Patients’ Relatives in End-of-Life Discussions: Validation of a Questionnaire

ContextDespite the potential benefits and the desire for end-of-life communication, it rarely occurs in the familial context. Relatives play a significant role in the communication process; thus, it is crucial to understand the difficulties that they face. ObjectivesTo develop and evaluate the relatives’ version of the Difficulties in End-of-Life Discussions - Family Inventory (DEOLD-FI-r) regarding its factor structure, reliability and validity. MethodsRelatives of patients with advanced cancer were recruited in a German hospital. The factor structure of the questionnaire was explored. Construct validity was examined through correlations between the DEOLD-FI-r and measures of avoidance of cancer communication, quality of life, distress, and experienced difficulty during end-of-life discussions. Additionally, we examined the group difference between those who had and had not engaged in the conversation. ResultsAbout 111 relatives completed the survey (mean age 55.5 years, 52% female). The final version of the DEOLD-FI-r contained 23 items (α = .92). The exploratory factor analysis resulted in three factors explaining 74% of the variance. Each factor described another dimension of potential communication barriers in end-of-life discussions: 1) Own emotional burden, 2) Relational and patient-related difficulties, 3) Negative attitudes. Construct validity was supported by correlations consistent with our hypotheses and less reported communication difficulty by those who had already talked about the end-of-life with their relative (t(106) = 5.38, P < .001, d = 0.8). ConclusionThe results indicate that the DEOLD-FI-r is a valid and reliable instrument for the systematic assessment of difficulties in family end-of-life communication. By focusing on relatives, it complements the already validated patient-version.

Teachers’ made writing assessment instrument: Pedagogical insight from process to product

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers’ classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers’ assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.

Development and psychometric evaluation of the questionnaire on the contributing factors of tendency towards voluntary single-childedness and childlessness: a mixed method study

Couples’ tendency towards voluntary single-childedness and childlessness (VSCC) has turned into a major challenge in all societies and led to different problems such as population aging. A key step to VSCC management is to determine its contributing factors through valid and reliable instruments. This exploratory sequential mixed method study (qualitative-quantitative) was conducted in 2020–2021. Phases of qualitative consists of all couples aged 15–49 in Babol, Iran, who were single or childless. Sampling is based on the purpose, and the number of samples is 20 couples. To collect data, face-to-face and semi-structured interviews were conducted with the participants. Sampling continued until data saturation. The data were analyzed by the conventional content analysis method and quantitative phase. Initially, a qualitative study was conducted on twenty couples, and were analyzed through conventional content analysis. Findings were used to develop QFT-VSCC and then, the face, content, and construct validity as well as reliability were assessed. Construct validity was assessed through exploratory and confirmatory factor analyses and reliability was assessed through internal consistency and stability assessments. The results of the qualitative part analysis consist of 140 codes, 30 primary categories, and nine main categories and two themes (individual limitations and social limitations). The primary QFT-VSCC had 78 items. Fifty-eight items were omitted during validity assessment and the remaining twenty-two items were loaded on five factors during factor analysis. These factors were threatened priorities, inappropriate familial context for childbearing, sense of occupational and social insecurity for the child, social modeling of childlessness, and tendency towards change or stability in marital life. The five factors explained 52.56% of the total variance. All model fit indices in confirmatory factor analysis were acceptable and the Cronbach’s alpha values of QFT-VSCC and all its factors were more than 0.70. The results of convergent validity analysis revealed that all factors had an AVE value greater than 0.5, and the HTMT index for all factors was less than 0.85. This indicated that discriminant validity had been achieved. QFT-VSCC is a simple valid and reliable instrument for VSCC assessment among both men and women.

Developing Arabic Teaching Materials Based on Local Culture to Enhance Reading Skills And Its Implications on Self-Regulated Learning

This article outlines the integration of local culture into the development of Arabic language teaching materials, aiming to enhance students' reading skills. The research, categorized as Research and Development, involved class X students and Arabic language teachers at Madrasah Aliyah Nuris in Jember Regency, East Java. The teaching materials underwent five stages: analysis, design, development, implementation, and evaluation, including the validation of assessment instruments and analysis of validation data. Research findings on the development of teaching materials grounded in local cultural content unfolded through distinct phases. These included the design of teaching material products, systematically organizing the primary study materials; the presentation of trial results for Arabic language teaching materials infused with local culture, featuring regional song culture and images of the surrounding environment to engage student interest; and the analysis of expert assessments and student responses to these teaching material products. The unique impact of Local Culture-Based Arabic language teaching materials on self-regulation was evident in students' adeptness at overcoming learning challenges, practicing self-regulation and enhanced focus, aiding comprehensive understanding of various ideas and subjects. This proficiency enabled them to apply their knowledge in practical scenarios and fostered creativity in overcoming hurdles in learning to read Arabic texts.

Electronic Portfolio Assessment Instruments in Improving Students' Creative Thinking Skills

The objective of the study is to determine the stage of the process of developing electronic portfolio assessment instruments and obtain a valid and reliable electronic portfolio assessment instrument that can be used as an alternative effective assessment in improving students’ creative thinking on redox reaction materials. The research method employed was Research and Development (RD) with a 4-D development model: define, design, develop, and disseminate. The data sources for this study were obtained from chemistry education lecturers, chemistry teachers, and eleventh-grade students in one of the high schools in Bandung. The instruments used in this study were interview guidelines, instrument content validation sheet, task assessment observation sheet, creative thinking skills assessment task and rubric, portfolio assessment rubric, pre-test and post-test questions and rubrics on chemical reaction equations that have tested for validity. The developed electronic portfolio assessment instrument was realized in a task and assessment rubric based on 21st-century creative thinking indicators. The results reveal that the developed electronic portfolio assessment instrument has good quality because it fulfils the valid requirements with a CVR value of 1.00 and fulfils the reliable requirements with a Cronbach Alpha value of 0.702-0.982. Electronic portfolios can be used as one of the assessment tools for science learning. The developed electronic portfolio assessment instrument may promote students’ creative thinking on redox reaction material based on the N-Gain 0.72 with the high category and has good effectiveness based on the N-Gain 0.61 with the medium category. Based on the category of mastery learning, the effectiveness is 9.66%.

Smartphone application for assessing teacher performance

This work seeks to design a smartphone application for assessing teacher performance utilizing a 4D development model modified with the Mardapi instrument development model of (1) define (defining); (2) design (deciding instrument requirements, determi­ning application media specifications, creating flowcharts, and creating storyboards); (3) develop (assemble instruments, code, execute tests, evaluate test results, and interpret measurement findings); and (4) disseminate (spread). Proof of the application’s viability was established through product testing with 26 principals acting as application users and evaluations by material and media specialists. The content validity of the acquired results was evaluated using the Aiken method, and the construct validity was evaluated using PLS (Partial Least Squares) analysis because the sample size does not have to be large, in accordance with this study where the number of samples is not so large. Using Cronbach’s alpha to evaluate the reliability. The results demonstrated that the built application was “possible,” as proven by the existing instruments in the valid and trustworthy application. This is proven by the fact that the content validity test utilizing the Aiken method yielded good validity results, with a mean score of 0.80 for material experts and 0.75 for media experts. The construct validity test using PLS (Partial Least Squares) yielded positive results for validity. The estimation of reliability using Cronbach’s alpha yields positive findings. Therefore, it can be concluded that the developed application for teacher performance evaluation possesses the features of a valid and trustworthy assessment instrument.

Development of comfort instrument in breast cancer patients: mixed methods study

The discomfort in breast cancer patients can lead to depression and the desire to die early. The nurses need to know the patient's discomfort as a basis for providing interventions. Previous studies reported that there is no valid and reliable breast cancer comfort assessment instrument applied in Indonesia. This study aimed to produce a valid and reliable comfort assessment instrument for breast cancer patients. This research used mixed-methods; the qualitative stage started with in-depth interviews with five participants completed with Colaizzi analysis and after that a comfort instrument was developed. The instrument development results were tested for the reliability and validity by assessing the content validity index (CVI), Product Moment validity, and Cronbach's alpha reliability on 100 respondents which were selected by purposive sampling. The qualitative study found five basic themes of comfort assessment: physiological comfort, psycho-spiritual, environmental, socio-cultural, and economic. The total of 30 questionnaire items were produced. Product moment test, results of 29 items r count: 0.361 and Cronbach's alpha test results of 0.915. There were 29 items of instruments for assessing the comfort of breast cancer patients that were valid and reliable that can be applied in Indonesia