http://repository.unigal.ac.id:8080/handle/123456789/6459 2026-04-25T00:16:01Z 2026-04-25T00:16:01Z Blegur, Jusuf lumba, Andreas J. F. Berliana Siki, Intan Christine Adriani Kurniawati, Ani Nurafni Marhami Kurniawan, Asep Ridwan http://repository.unigal.ac.id:8080/handle/123456789/8409 2026-02-08T05:45:05Z 2026-02-02T00:00:00Z

Social competence assessment instrument for proficient teachers Blegur, Jusuf; lumba, Andreas J. F.; Berliana; Siki, Intan Christine Adriani; Kurniawati, Ani; Nurafni; Marhami; Kurniawan, Asep Ridwan This study aims to develop, validate, and test the reliability of a social competency assessment instrument for proficient teachers in Indonesia. The development method adopts the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) stages. Based on the analysis of teacher competency model documents, seven statement items were formulated using three social competency indicators representing the core abilities of proficient teachers. These items were validated by six experts and pilot-tested on teachers from various educational levels. Content validity results showed that all items were valid with Aiken-V values between 0.78 and 1.00. Intraclass correlation (ICC) analysis revealed an increase in inter-rater consistency from the validation stage to the revalidation stage, indicating high rater reliability (0.870). In the construct testing using CB-SEM, all items met the validity and reliability criteria, with loading factors of 0.765-0.930, Cronbach’s alpha of 0.798-0.895, composite reliability of 0.796-0.898, and AVE of 0.670-0.779. Discriminant validity was achieved (0.818-0.883), and the goodness-of-fit test showed a reasonable to very good model (SRMR = 0.032; NFI = 0.960; TLI = 0.934; CFI = 0.965). The Mann-Whitney U test showed no significant differences based on gender (p> 0.05). Thus, this instrument has been demonstrated to be valid, reliable, and inclusive, making it suitable for use in evaluating the social competence of proficient teachers in Indonesia.

2026-02-02T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8408 2026-02-08T05:37:26Z 2026-02-02T00:00:00Z

Social competence assessment instrument for proficient teachers This study aims to develop, validate, and test the reliability of a social competency assessment instrument for proficient teachers in Indonesia. The development method adopts the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) stages. Based on the analysis of teacher competency model documents, seven statement items were formulated using three social competency indicators representing the core abilities of proficient teachers. These items were validated by six experts and pilot-tested on teachers from various educational levels. Content validity results showed that all items were valid with Aiken-V values between 0.78 and 1.00. Intraclass correlation (ICC) analysis revealed an increase in inter-rater consistency from the validation stage to the revalidation stage, indicating high rater reliability (0.870). In the construct testing using CB-SEM, all items met the validity and reliability criteria, with loading factors of 0.765-0.930, Cronbach’s alpha of 0.798-0.895, composite reliability of 0.796-0.898, and AVE of 0.670-0.779. Discriminant validity was achieved (0.818-0.883), and the goodness-of-fit test showed a reasonable to very good model (SRMR = 0.032; NFI = 0.960; TLI = 0.934; CFI = 0.965). The Mann-Whitney U test showed no significant differences based on gender (p> 0.05). Thus, this instrument has been demonstrated to be valid, reliable, and inclusive, making it suitable for use in evaluating the social competence of proficient teachers in Indonesia.

2026-02-02T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8407 2026-02-08T05:29:42Z 2026-02-02T00:00:00Z

Social competence assessment instrument for proficient teachers This study aims to develop, validate, and test the reliability of a social competency assessment instrument for proficient teachers in Indonesia. The development method adopts the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) stages. Based on the analysis of teacher competency model documents, seven statement items were formulated using three social competency indicators representing the core abilities of proficient teachers. These items were validated by six experts and pilot-tested on teachers from various educational levels. Content validity results showed that all items were valid with Aiken-V values between 0.78 and 1.00. Intraclass correlation (ICC) analysis revealed an increase in inter-rater consistency from the validation stage to the revalidation stage, indicating high rater reliability (0.870). In the construct testing using CB-SEM, all items met the validity and reliability criteria, with loading factors of 0.765-0.930, Cronbach’s alpha of 0.798-0.895, composite reliability of 0.796-0.898, and AVE of 0.670-0.779. Discriminant validity was achieved (0.818-0.883), and the goodness-of-fit test showed a reasonable to very good model (SRMR = 0.032; NFI = 0.960; TLI = 0.934; CFI = 0.965). The Mann-Whitney U test showed no significant differences based on gender (p> 0.05). Thus, this instrument has been demonstrated to be valid, reliable, and inclusive, making it suitable for use in evaluating the social competence of proficient teachers in Indonesia.

2026-02-02T00:00:00Z Razali, Razali Blegur, Jusuf Akbari, Myrza Yulinar, Yulinar Kurniawan, Asep Ridwan Kamza, Muhjam http://repository.unigal.ac.id:8080/handle/123456789/6460 2025-06-25T06:58:57Z 2025-06-02T00:00:00Z

Correlating physical literacy with life skills: A study on high school students Razali, Razali; Blegur, Jusuf; Akbari, Myrza; Yulinar, Yulinar; Kurniawan, Asep Ridwan; Kamza, Muhjam Introduction: Physical literacy (PL) studies have noted its various contributions to students’ physical and health needs. Unfortunately, PL reports that explain the relationship of PL to students’ life skills (LS) are almost difficult to find, even though PL features are likely to support students’ LS. Objective: This study aimed to examine the correlation of PL with students’ LS. Methodology: The sample consisted of 2250 high school students, with 845 males (37.6%) and 1405 females (62.4%) determined using a convenience sampling technique. Physical literacy data were collected using the nine-item Perceived Physical Literacy Instrument, while LS data were collected using the 47-item Life Skills for Sport Scale, both scales using a 5-point Likert scale. The data of the two variables were then analyzed using descriptive statistics and Spearman’s rank correlation using the Microsoft Excel program and SPSS version 29. Results: The test results prove that PL is positively and significantly correlated with LS with a correlation value of 0.547, which is in the moderate category (0.40-0.69). The same thing is also recorded in the intercorrelation test, where all PL indicators correlate positively and significantly with all LS indicators. Discussion: Physical literacy is one of the positive arenas for training students’ LS, so teachers need to integrate LS into various physical activities of students. This agenda will enrich students with physical activity useful for attitudes and behaviors that are meaningful to students’ lives. Conclusions: Future studies could investigate students’ transition experiences using PL and their success in implementing LS.

2025-06-02T00:00:00Z