VALIDITY AND RELIABILITY OF THE STUDENT ATTITUDES TOWARDS ARABIC LANGUAGE LEARNING INSTRUMENT (I-SPPBA) USING THE RASCH MEASUREMENT MODEL [KESAHAN DAN KEBOLEHPERCAYAAN INSTRUMEN SIKAP PELAJAR TERHADAP PEMBELAJARAN BAHASA ARAB (I-SPPBA) MENGGUNAKAN MODEL PENGUKURAN RASCH]

Nur Afiqah Athirah Mohd Rushdi, Lily Hanefarezan Asbulah

Abstract


Abstrak

 

Antara ciri terpenting dalam pembelajaran bahasa Arab ialah sikap. Oleh itu, instrumen yang jitu dari segi kesahan konstruk serta kebolehpercayaan untuk mengukur tahap sikap pelajar terhadap pembelajaran bahasa Arab adalah penting. Penyelidikan ini bertujuan untuk mengesahkan instrumen yang digunakan untuk menentukan tahap sikap pelajar bahasa Arab di universiti awam. Bagi mengumpul data, pengedaran soal selidik telah dilakukan kepada 40 pelajar tahun akhir Kolej Universiti Islam Antarabangsa Selangor (KUIS) dan Universiti Islam Antarabangsa Sultan Abdul Halim Mu'adzam Shah (UniSHAMS) yang mengikuti program pengajian bahasa Arab. Bagi mengukur kesahan dan kebolehpercayaan dalam kajian ini, Model Pengukuran Rasch berbantukan Winsteps versi 5.2. telah digunakan. Dapatan menemukan tahap noise instrumen adalah pada 7.0% iaitu kurang daripada nilai terkawal maksimum pada 15%. Selain itu, hanya tiga item yang direkodkan terkeluar dari julat kesesuaian Mean Square namun telah dikekalkan dan dimurnikan. Sementara itu, indeks kebolehpercayaan item adalah pada 0.96 yang dianggap sebagai tahap kebolehpercayaan yang tinggi dengan indeks pemisahan responden pada 3.31. Dapatan ini menunjukkan kesahan konstruk instrumen sikap pembelajaran bahasa Arab. Kesimpulannya, Model Pengukuran Rasch telah membuktikan bahawa instrumen sikap terhadap pembelajaran bahasa Arab dalam kajian ini mempunyai tahap kesahan dan kebolehpercayaan yang tinggi seterusnya wajar digunakan untuk mengukur tahap sikap pelajar di institut pengajian tinggi.

 

Kata kunci: sikap; pembelajaran bahasa Arab; penilaian instrumen; model pengukuran Rasch

 

Abstract

 

Among the most important feature in learning Arabic language is attitude. Due to its importance, it is essential to precisely measure the level of students’ attitude towards learning Arabic language in terms of construct validity as well as reliability. This research aims to validate the instrument being used to determine Arabic language students’ attitude level in public universities. To collect the data, distribution of questionnaires was done to 40 final year students at Selangor International Islamic University College (KUIS) and Sultan Abdul Halim Mu'adzam Shah International Islamic University (UniSHAMS), who are taking Arabic language course. To measure validity and reliability in this study, Rasch Measurement Model using Winsteps version 5.2. was used. The findings recorded noise level at 7.0% which is less than maximum controlled value at 15%. Apart from that, only three items were recorded out of the Mean Square suitability range but were retained and refined.. Meanwhile, item reliability index was at 0.96 which is considered as high degree of reliability with the person separation index at 3.31. These findings demonstrate the construct validity of Arabic language learning attitude instrument. In conclusion, Rasch Measurement Model has proven that the Arabic language learning attitude instrument in this study has high degree of authenticity as well as reliability, hence it is appropriate to measure students’ attitude level at higher institute of education.

 

Keyword: attitude; Arabic language learning; instrument assessment; Rasch Measurement Model


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