The level of teacher readiness for the implementation of 21st Century Learning Elements: Validity & Reliability

Lim Pyeng Ying, Nur Nazuha Beevi Abdul Aziz

Abstract


Teacher readiness plays an important role to apply 21st century learning elements. The application of the 21st century learning concept, element 4C, depends on the level of readiness of a teacher. This study was conducted to determine the validity and reliability of the teacher readiness level instrument for the implementation of 21st century learning elements in preschool based on expert approval. The instrument used to obtain expert validity and reliability is an instrument on the level of readiness of teachers on the implementation of elements of 21st Century Learning in preschool.) The study employed the item content validity Indexes (I-CVI) analysis method to assess content validity. The method comprised item clarity, language appropriateness and score scale using five-point Likert scale to analyze expert evaluations of items using an instrument form. The instrument was assessed by a panel of three professionals in early childhood education research. An instrument is accepted and has a good level of content validity when it exceeds the take off value of > 0.8. The average results scale content validity index (S-CVI) of each expert review on the items ranged from 0.71 to 0.83, suggesting that no questions required repetition. Overall 24 items were refined by fitting the items to teacher readiness towards implementation of 21st century learning elements in preschool. The finding revealed that the instrument was acceptable and relevant. A pilot study was conducted involving 22 respondents of Kuala Lipis District preschool teachers for reliability testing. The study found that the instruments built had achieved a high level of reliability (Cronbach's Alpha value = 0.83), all 24 items were suitable for use and no items needed to be repaired.

Keywords


21st century learning elements (PAK21); Preschool; Reliability; Teacher readiness level; Validity

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References


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DOI: https://doi.org/10.17509/eh.v18i2.103299

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