DEVELOPMENT OF STUDENT’S ATTITUDE TEST IN LEARNING SCIENCE FOR JUNIOR HIGH-SCHOOL STUDENT

Abstract

The objective of this study is to develop and evaluate by validating student’s attitude test in learning science. Participants were 115 junior high-school students. Research instrument was a questionnaire. Data analysis was conducted by content analysis, descriptive statistics, discrimination, validity, reliability, and criterion-related validity. Student’s attitude test in learning science was five-level Likert scale questionnaire. Questionnaire comprised 32 items of 8 sub-factors acquired by exploratory factor analysis. Thirty-two items were divided into 3 items for student’s attention in learning science, 6 items for student’s enthusiasm in learning science, 7 items for student’s emphasis on learning science, 4 items for student’s comprehension in learning science, 2 items for student’s joyfulness in learning science, 4 items for student’s implication of knowledge, 3 items for student’s time management in learning science, and 3 items for student’s attention in learning science. Test items were analyzed by t-test and all items were able to discriminate high group and poor group at statistical significance level of .05. Likewise, when the items were analyzed by Graded Response Model (GRM), item discrimination of 32 items was greater than .05. The alpha coefficient of test was .910 and sub-factors were between .693 and .890.