ANALISIS PSIKOMETRIS SKALA IKLIM SEKOLAH MDS3 PADA SISWA SMA

Diah Zaleha Wyandini, Ghinaya Ummul Mukminin, Resdian Zuliana

Abstract


This research aims to determine the psychometric properties of MDS3 (Maryland's Safety and Supportive School) school climate measurement tools which are adapted in Indonesian to high school students. The study participants consisted of 200 public and private high school students in Bandung. The MDS3 instrument in the English version translated into Indonesian consists of 56 items that have three dimensions namely Safety, Engagement and Environment. Psychometric analyzes such as item-total correlation, Alpha reliability, and exploratory factor analysis were performed as empirical evidence of the psychometric quality of this instrument. The results of this study indicated that the reliability of this instrument is high, 0.881 with item discrimination power or total-item correlations that are relatively weak in the Safety Dimension. Exploratory factor analysis also showed unsatisfactory results on the Safety dimension because many items are different from the model of the factor structure of school climate measurement tools. The lack of fit models used in factor analysis could be due to inadequate or insufficient samples because only at state high schools, while only one respondent came from private high schools. Adding samples and repairing items needs to be done to improve the quality of the Indonesian version of the MDS3.


Keywords


school climate, item-total correlation, exploratory factor analysis

Full Text:

PDF

References


Astor, R. A., Guerra, N., & Van Acker, R. (2010). How can we improve school safety research? Educational Researcher, 39, 69–78. doi:10.3102/0013189X09357619

Barton, P. E., Coley, R. J., & Wenglinsky, H. (1998). Order in the classroom: Violence, Discipline, and Student Achievement. USA: Educational Resring Center.

Behrhorst, K. L., Sullivan, T. N., & Sutherland, K. S. (2020). The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence. Journal of Early Adolescence, 40(5), 689–711. https://doi.org/10.1177/0272431619870616

Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens (Research report). Retrieved from http://www.med.umn.edu/peds/ahm/prod/groups/med/@pub/@med/documents/ asset/med_21771.pdf

Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: Black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109(4), 532–545. https://doi.org/10.1037/edu0000155

Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593–604. https://doi.org/10.1111/josh.12186

Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Retrieved from http://www.cdc.gov/ HealthyYouth/AdolescentHealth/pdf/connectedness.pdf

Chen, G. (2008). School Disorder and Student Achievement School Disorder and Student Achievement : A Study of New York City Elementary Schools. (November 2014), 37–41. https://doi.org/10.1300/J202v06n01

Cohen, J. (2006). Social, emotional, ethical and academic education: Creating a cli- mate for learning, participation in democracy and well-being. Harvard Educational Review, 76, 201–237.

Cohen, J. (2012). School climate and culture improvement: A prosocial strategy that recognizes, educates, and supports the whole child and the whole school community. In P. M. Brown, M. W.

Corrigan, & A. Higgins-D’Alessandro (Eds.), The handbook of prosocial education (pp. 227–270).

Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., & Smink, J. (2008). Dropout prevention: A practice guide (NCEE 2008–4025). Retrieved from http:// www.michigan.gov/documents/mde/IES_Dropout_Practice_Guide_293427_7.pdf

Finnan, C., Schnepel, K., & Anderson, L. (2003). Powerful learning environments: The critical link between school and classroom cultures. Journal of Education for Students Placed at Risk, 8, 391–418. doi:10.1207/S15327671ESPR0804_2

Fonagy, P., Twemlow, S. W., Vernberg, E. M., Nelson, J. M., Dill, E. J., Little, T. D., & Sargent, J. A. (2009). A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal of Child Psychology and Psychiatry, 50, 607–616. doi:10.1111/j.1469-7610.2008.02025.x

Fonagy, P., Twemlow, S. W., Vernberg, E. M., Sacco, F. C., & Little, T. D. (2005). Creating a peaceful school learning environment: The impact of an antibullying program on educational attainment in elementary schools. Medical Science Monitor, 11, CR317–325..

Gottfredson, G. D., Gottfredson, D. C., Payne, A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from national delinquency prevention in school. Journal of Research in Crime and Delinquency, 42, 421–444. doi:10.1177/0022427804271931

Gregory, A., & Cornell, D. (2011). The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students. 48(4), 904–934. https://doi.org/10.3102/0002831211398531

Guffey, S., Higgins-D'Alessandro, A., & Cohen, J. (2011, April). Year-one implemen- tation of an intervention to reduce bullying through continuous school climate assessment and improvement. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.

Guo, P. (2012). School culture: A validation study and exploration of its relationship with teachers’ work environment (Unpublished doctoral dissertation). Fordham University, New York.

Higgins-D’Alessandro, A. (2011). The structures of a liberal education, Ethos, 10(4), 4–9. doi:10.1080/03057240.2011.596343

Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., & Lu, Z. (2009). The influence of student perceptions of school climate on socio-emotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514–1530. doi:10.1111/j.1467-8624.2009.01348.x.

Jr, R. B. M. (2014). Parent Involvement , Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators. 2(8), 564–576. https://doi.org/10.13189/ ujer.2014.020805

Kerr, D., Ireland, E., Lopes, J., Craig, R., & Cleaver, E. (2004). Citizenship education longitudinal study: Second annual report: First longitudinal study. Retrieved from https://www.education.gov.uk/publications/eOrderingDownload/RB531.pdf

Lleras, C. (2008). Hostile school climates: Explaining differential risk of student exposure to disruptive learning environments in high school. Journal of School Violence, 7, 105–135. doi:10.1080/15388220801955604

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396. doi:10.1037/h0054346

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting student con- nectedness to school: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72, 138–146. doi:10.1111/j.1746-1561.2002. tb06533.x

Reid, R. J., Garcia-reid, P., Reid, R. J., Peterson, N. A., Hughey, J., & Garcia-reid, P. (2006). School Climate and Adolescent Drug Use : Mediating Effects of Violence Victimization in the Urban High School Context School Climate and Adolescent Drug Use : Mediating Effects of Violence Victimization in the Urban High School Context 1. (June). https://doi.org/10.1007/s10935-006-0035-y

Ryabov, I. (2015). Relation of peer effects and school climate to substance use among Asian American adolescents. Journal of Adolescence, 42, 115–127. https://doi.org/ 10.1016/j.adolescence.2015.04.007

Simba, N. O., Agak, J. O., & Kabuka, E. K. (2016). Impact of Discipline on Academic Performance of Pupils in Public Primary Schools in Muhoroni Sub-County , Kenya. 7(6), 164–173.

Stevenson, K. R. (2006). School size and its relationship to student outcomes and school climate: A review and analysis of eight South Carolina state-wide studies. Retrieved from http://www.ncef.org/pubs/size_outcomes.pdf.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Townsend L, Musci R, Stuart E, et al. The Association of School Climate, Depression Literacy, and Mental Health Stigma Among High School Students. The Journal of School Health. 2017 Aug;87(8):567-574. DOI: 10.1111/josh.12527.

Wang, C., Boyanton, D., Ross, A.-S. M., Liu, J. L., Sullivan, K., & Anh Do, K. (2018). School climate, victimization, and mental health outcomes among elementary school students in China. School Psychology International, 39(6), 587–605. doi:10.1177/0143034318805517)

Zuliana, R (2019) Hubungan Iklim Sekolah dan Perilaku Bullying di SMA di Bandung, Skripsi. Departmen Psikologi, Fakultas Pendidikan Indonesia, Universitas Pendidikan Indonesia.




DOI: https://doi.org/10.17509/insight.v4i1.24599

Refbacks

  • There are currently no refbacks.


JURNAL PSIKOLOGI INSIGHT: is published by study program

of Psychology UPI Bandung, West Java, Indonesia.

 Lisensi Creative Commons

JURNAL PSIKOLOGI INSIGHT of Indonesia University of Education disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
Berdasarkan ciptaan pada http://ejournal.upi.edu/index.php/insight/.