Kesahan dan kebolehpercayaan instrumen kebimbangan matematik sekolah rendah: Validity and reliability of primary school mathematics anxiety instrument

Sitti Sham  Amir; Siti Rahayu  Mohd Hashim; Khairuddin  Abdullah

doi:10.51200/jpp.v12i1.5005

Authors

Sitti Sham Amir Fakulti Sains dan Sumber Alam, Universiti Malaysia Sabah
Siti Rahayu Mohd Hashim Fakulti Sains dan Sumber Alam, Universiti Malaysia Sabah
Khairuddin Abdullah Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah

DOI:

https://doi.org/10.51200/jpp.v12i1.5005

Keywords:

kebimbangan matematik, cronbach, analisis pengesahan faktor , mAMAS, mathematics anxiety, confirmatory factor analysis

Abstract

The Modified Abbreviated Mathematics Anxiety Scale (mAMAS) merupakan satu instrumen pengukuran kebimbangan matematik bagi murid sekolah rendah. Pengadaptasian mAMAS di Malaysia menjadi keperluan bagi memudahkan pengukuran kebimbangan matematik murid sekolah rendah. Kajian melibatkan 214 murid tahun lima di tiga buah sekolah rendah di Semporna. Kaedah terjemahan hadapan dan belakang digunakan untuk menterjemah soal selidik mAMAS oleh tiga orang penterjemah hadapan dan seorang penterjemah belakang. Dua pakar bertindak menyemak kesesuaian dan kesepadanan hasil terjemahan merentasi bahasa. Melalui Confirmatory Factor Analysis (CFA) mengesahkan dapatan Carey et al. (2017) iaitu terdapat dua domain dalam mAMAS melibatkan kebimbangan pembelajaran matematik dan kebimbangan pentaksiran matematik serta sembilan item dikekalkan. Analisis kebolehpercayaan mAMAS menggunakan pekali Alfa Cronbach mendapati mAMAS berupaya mengukur kebimbangan matematik murid sekolah rendah (α=0.884) serta mengukur kebimbangan pembelajaran matematik (α=0.857) dan kebimbangan pentaksiran matematik (α=0.8126). Implikasi kajian ini dapat mengembangkan kajian melibatkan pengukuran kebimbangan matematik murid sekolah rendah di Malaysia.

The Modified Abbreviated Mathematics Anxiety Scale (mAMAS) is a mathematical anxiety measurement instrument for primary school students. The adaptation of mAMAS is a necessity to facilitate the measurement of mathematics anxiety of primary school students. This study was conducted on 214 fifth-year students in three primary schools in the Semporna district. Forward and back translation methods were used to translate the mAMAS questionnaire involving three forward translators and one back translator. Next, two experts act to check the suitability and appropriateness of the translation results across languages. Through Confirmatory Factor Analysis (CFA) confirmsthe findings of Carey et al. (2017) namely there are two domains in mAMAS involving mathematics learning concerns and mathematics assessment concerns and nine items are retained. Reliability analysis of mAMAS using Cronbach's Alpha coefficient found that mAMAS is believed to be able to measure the mathematics anxiety of primary school students in Malaysia (α=0.884) as well as measuring mathematics learning anxiety (α=0.857) and mathematics assessment anxiety (α=0.8126). The implications of this study can further develop studies involving the measurement of mathematics anxiety among primary school students in Malaysia.

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