Kesahan Kandungan Item Kefahaman Taksonomi Fink Dalam Kalangan Guru Sains
DOI:
https://doi.org/10.37134/jpsmm.vol16.1.2.2026Keywords:
Taksonomi Fink, Kesahan Kandungan, Pembangunan Instrumen, Guru Sains, Nisbah Kesahan Kandungan (CVR)Abstract
Taksonomi Fink, yang muncul sebagai alternatif kepada Taksonomi Bloom, menawarkan satu kerangka berharga kerana sifatnya yang berbentuk bulatan dan saling berhubung, dengan penekanan terhadap aspek afektif. Walau bagaimanapun, terdapat kekaburan dalam pengukuran tahap kefahaman guru terhadap Taksonomi Fink dalam proses pengajaran dan pembelajaran. Kajian ini bertujuan untuk membangunkan item serta mengukur kesahan kandungan bagi sebuah instrumen yang menilai tahap kefahaman guru sains terhadap Taksonomi Fink. Pembangunan instrumen dalam kajian ini melibatkan dua fasa utama: fasa pembinaan instrumen dan fasa pengesahan kandungan instrumen. Fasa pembinaan instrumen melibatkan kajian literatur bagi mengkonsepsikan dan mengoperasionalisasikan instrumen pengukuran Taksonomi Fink. Instrumen yang dinilai ialah soal selidik kefahaman guru terhadap Taksonomi Fink dalam proses pengajaran dan pembelajaran berasaskan tahap persetujuan skala Likert empat mata. Fasa pengesahan kandungan instrumen melibatkan empat langkah: pembinaan borang semakan pakar, pemilihan panel pakar, penilaian pengesahan pakar, dan analisis data kesahan kandungan. Analisis data kesahan kandungan menggunakan Nisbah Kesahan Kandungan (Content Validity Ratio - CVR) dengan melibatkan lapan orang pakar, menghasilkan nilai kritikal CVR sebanyak 0.75. Instrumen Taksonomi Fink terdiri daripada enam konstruk dan 95 item. Dapatan analisis menunjukkan bahawa 88 daripada 95 item dikategorikan sebagai item yang sesuai dengan nilai CVR antara 0.75 hingga 1.00. Tujuh item yang memperoleh nilai di bawah tahap kritikal CVR memerlukan penambahbaikan dan dikekalkan dalam instrumen untuk ujian rintis. Implikasi kajian ini terletak pada pembangunan instrumen Taksonomi Fink dengan kesahan kandungan yang tinggi. Kajian lanjutan mengenai kesahan kandungan boleh dijalankan menggunakan analisis Indeks Kesahan Kandungan (Content Validity Index - CVI), yang berpotensi memberikan hasil pemeriksaan item yang lebih baik serta menilai kesahan setiap domain dan keseluruhan instrumen.
Fink’s Taxonomy, which emerged as an alternative to Bloom’s Taxonomy, offers a valuable framework due to its circular and interconnected nature, with an emphasis on affective dimensions. However, there remains ambiguity in measuring teachers’ level of understanding of Fink’s Taxonomy within the teaching and learning process. This study aims to develop items and assess the content validity of an instrument designed to evaluate science teachers’ understanding of Fink’s Taxonomy. The development of the instrument in this study involved two main phases: the instrument construction phase and the instrument content validation phase. The construction phase entailed a review of the literature to conceptualize and operationalize the Fink’s Taxonomy measurement instrument. The instrument adopted in this study was a four-point Likert scale questionnaire. The content validation phase involved four steps: the development of an expert review form, the selection of an expert panel, expert validation assessment, and content validity data analysis. The analysis of content validity data employed the Content Validity Ratio (CVR), involving eight experts, which yielded a critical CVR value of 0.75. The Fink’s Taxonomy instrument comprised six constructs and 95 items. The analysis revealed that 88 out of 95 items were categorized as suitable, with CVR values ranging between 0.75 and 1.00. Seven items that obtained values below the critical CVR threshold required refinement and were retained in the instrument for pilot testing. The implication of this study lies in the development of Fink’s Taxonomy instrument with high content validity. Further research on content validity may be conducted using the Content Validity Index (CVI), which has the potential to yield more rigorous item evaluation and to assess the validity of each domain as well as the overall instrument.
Keywords: Fink’s Taxonomy, Content Validity, Instrument Development, Science Teachers, Content Validity Ratio (CVR)
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