Ivon Faridatus Syahroch, Khusnul Khotimah

Validity and Reliability Analysis of Bullying Comprehension Test Instrument Development

Introduction

Validity and reliability analysis of bullying comprehension test instrument development. This study validates a new bullying comprehension test instrument for elementary students, confirming its high reliability and content validity through expert review & SPSS analysis.

Abstract

Purpose of the study: To ensure that the instrument measuring elementary students' bullying comprehension is valid and reliable, so that the data obtained is accurate and trustworthy. This study also aims to validate its content to ensure all measured aspects match the intended construct and are suitable for field trials and further research. Methodology: A descriptive quantitative method is used in this study, with 28 grade 5 students from Sawojajar 1 Elementary School as research subjects and expert validation. The object of this research is a 50-item bullying understanding test instrument. The data obtained were analysed using SPSS with the Pearson Bivariate Correlation technique and Cronbach's Alpha analysis. Main Findings: This study demonstrates that the developed instrument meets validity and reliability standards, making it effective for measurement purposes. Content validity was verified through expert validation, resulting in a score of 97.5%, which falls into the category of highly valid. The validity of the 50 question items resulted in 28 valid items. The valid items produced a Cronbach's alpha value of 0,919, confirming the reliability and consistency of the instrument. Novelty/Originality of this study: Developing valid and reliable instruments to measure elementary school students' understanding of bullying, which were previously unavailable in a standardized and empirically tested form. Through validation and reliability testing, this study ensures that the instrument can be used effectively for measurement purposes, thereby improving the accuracy and consistency of the data obtained.

Review

This paper presents a timely and important endeavor to develop a valid and reliable instrument for assessing elementary students' comprehension of bullying. The stated purpose of ensuring accurate and trustworthy data, alongside robust content validation, addresses a critical gap in educational and psychological research concerning early intervention and understanding of bullying behaviors. The development of such a tool is fundamental for educators and researchers to effectively measure student understanding, inform curriculum design, and evaluate the impact of anti-bullying programs, ultimately contributing to safer and more inclusive school environments. The study employed a descriptive quantitative methodology, utilizing 28 fifth-grade students from a single elementary school, alongside expert validation, to evaluate a 50-item bullying comprehension test. The use of Pearson Bivariate Correlation for item validity and Cronbach's Alpha for internal consistency are standard and appropriate psychometric analyses. The findings report excellent content validity with a 97.5% expert agreement score, indicating that the instrument's components align well with the intended construct. Impressively, the final set of 28 valid items demonstrated high reliability with a Cronbach's Alpha of 0.919. However, the reduction from 50 initial items to 28 valid items suggests a significant proportion of the initial items may have been unsuitable or poorly constructed for the target population, a point that warrants further elaboration in the full manuscript. While the study successfully demonstrates strong internal consistency and content validity for the refined instrument, a significant limitation lies in the very small sample size of 28 students. This restricted sample, drawn from a single school, severely limits the generalizability of the findings and the robustness of the psychometric properties reported. Although the study establishes a foundational instrument, subsequent research must involve much larger and more diverse samples to re-validate these findings and confirm the instrument's utility across varied elementary school populations. Nevertheless, the development of a standardized, empirically tested instrument to measure elementary students' understanding of bullying represents a valuable contribution, addressing a previously unmet need and providing a strong basis for future, more extensive psychometric validation efforts.

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