Translation, Validation, And Reliability of The Smartphone Addiction Instrument in The Indonesian Version for Early Childhood
DOI:
https://doi.org/10.37134/ejsmt.vol12.sp.7.2025Keywords:
Reliability, Smartphone Addiction Instrument, Translation, ValidationAbstract
The use of smartphones among young children is increasing rapidly with the advancement of technology. However, excessive use can lead to addiction and have negative impacts on children. This study aims to translate the Smartphone Addiction Instrument for early childhood into Indonesian and subsequently verify the validity and reliability of the instrument. This study is a cross-sectional observational survey involving the participation of 50 parents of children aged 4-5 years in data collection. There are three stages in this study: the translation process was developed through translation and back-translation; the validity involves three types of testing: content validity by consulting three experts: a psychologist, a psychiatrist, and an early childhood education lecturer; structural validity conducted through exploratory factor analysis and confirmatory factor analysis; and construct validity conducted using the Pearson test; and the reliability test was assessed using Cronbach's Alpha. The study results showed that the Content Validity Index (I-CVI) and the Scale Content Validity Index (S-CVI) of the instrument were both 1, indicating excellent content validity. The exploratory factor analysis revealed a three-factor structure, supported by eigenvalues, total explained variance, and the scree plot. Additionally, all recommended fit indices fell within acceptable ranges as determined by confirmatory factor analysis. The Cronbach's α value of 0.796 for the Indonesian version of the Smartphone Addiction Instrument indicates good reliability. Therefore, this instrument is both valid and reliable for use among early childhood populations and can be employed to collect actual data. The developed three-factor structure, comprising self-control failure, salience, and serious consequences, will help identify smartphone addiction in early childhood and can be used to plan educational interventions for parents, educators, and researchers in addressing smartphone addiction issues in early childhood.
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