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Journal articles on the topic 'Reliability and validity'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bashir, Josefeena, and Marudhar Marudhar. "Reliability & Validity of the Research." Scientific Journal of India 3, no. 1 (December 31, 2018): 66–69. http://dx.doi.org/10.21276/24565644/2018.v3.i1.23.

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SCHMIDT, FRANK L., CHOCKAUNGAM VISWESVARAN, and DENIZ S. ONES. "RELIABILITY IS NOT VALIDITY AND VALIDITY IS NOT RELIABILITY." Personnel Psychology 53, no. 4 (December 2000): 901–12. http://dx.doi.org/10.1111/j.1744-6570.2000.tb02422.x.

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Gavora, P. "Validita a reliabilita výskumných nástrojov: princípy a reálna prax." Pedagogická orientace 23, no. 4 (September 16, 2013): 511–34. http://dx.doi.org/10.5817/pedor2013-4-511.

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Článok odpovedá na otázku, ako sa uplatňujú v praxi princípy zisťovania validity a reliability, ktoré udávajú renomované učebnice metodológie. Prvé dve časti príspevku načrtávajú teoretický rámec a opisujú koncept validity a reliability. Nasledujúce časti vysvetľujú proces analýzy a uvádzajú jej výsledky. Z časopisu The Journal of Educational Research bolo náhodným spôsobom vybratých 56 štúdií. Veľká väčšina (91 %) výskumných nástrojov v nich boli posudzovacie škály a testy, zvyšok boli dotazníky, pozorovacie schémy a interview. Na prekvapenie bola validita zdokumentovaná len u 26 % nástrojov, zvyšok nástrojov boli štandardizované testy, alebo sa autori spoliehali na zrejmú (face) validitu. U posudzovacích škál sa použila konštruktová validita zistená pomocou faktorovej analýzy. Obsahová validita a face validita sa použili pri testoch, dotazníkoch a interview. Kombinované zdroje validity (napr. konštruktová spolu so súbežnou alebo diskriminačnou) sa použili veľmi málo, čo považujeme za nedostatok vo validizačnom procese. Reliabilita bola uvedená pri 80 % nástrojoch. Najfrekventovanejší spôsob bola Cronbachova alfa u posudzovacích škál. Zhoda medzi posudzovateľmi sa použila pri pozorovaní a testoch. Test-retest sa použil pri overovaní, či je merací nástroj na pretest-posttest stabilný v priebehu času. Koeficienty reliability väčšinou presahovali 0,80. Pri analýze štúdií sa potvrdilo, že pri posudzovaní adekvátnosti validizácie a reliabilizácie je potrebné silne prihliadať k špecifickým podmienkam konkrétneho výskumu.

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Tani, Hiroaki. "Reliability and validity." Journal of exercise physiology 5, no. 3 (1990): 119–25. http://dx.doi.org/10.1589/rika1986.5.119.

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Raina, SunilK. "Validity versus reliability." Neurology India 63, no. 2 (2015): 291. http://dx.doi.org/10.4103/0028-3886.156326.

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Hernon, Peter, and Candy Schwartz. "Reliability and validity." Library & Information Science Research 31, no. 2 (April 2009): 73–74. http://dx.doi.org/10.1016/j.lisr.2009.03.001.

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Maughan, Erin D. "Validity and Reliability." NASN School Nurse 24, no. 3 (April 28, 2009): 119–20. http://dx.doi.org/10.1177/1942602x09333895.

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Whitney, JoAnne D. "Validity and Reliability." Journal of Wound, Ostomy and Continence Nursing 26, no. 5 (September 1999): 240–49. http://dx.doi.org/10.1097/00152192-199909000-00006.

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Brink, Pamela J. "Reliability Validity Issues." Western Journal of Nursing Research 15, no. 4 (August 1993): 401–2. http://dx.doi.org/10.1177/019394599301500401.

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Peth??, Bertalan, G??bor Tusn??dy, Andr??s Vargha, Judit Tolna, M??rta Farkas, Gy??rgyi Vizkeleti, Agoston T??th, et al. "Validity of Reliability." Journal of Nervous and Mental Disease 195, no. 7 (July 2007): 606–13. http://dx.doi.org/10.1097/nmd.0b013e318093f45d.

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Gunawan, dkk, Ahmad. "THE DEVELOPMENT OF PERFORMANCE ASSESSMENT OF DRESSMAKING SKILLS AT VOCATIONAL HIGH SCHOOL." EDUTECH 14, no. 3 (October 10, 2015): 356. http://dx.doi.org/10.17509/edutech.v14i3.1384.

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Abstract, The problem of this research is developing a performance assessment instrument for dressmaking skills at Vocational High School to be used as a highly valid and reliable test to measure students’ skills. The research was conducted between February and May 2015 and the subjects were 40 students from Dressmaking Skills Study Program. The validity and reliability tests were conducted in two stages: 1)The theoretical test on five panelists; 2) Once developed into a temporary rubric, the rubric was tested for validity and reliability by using Content Validity Ration (CVR) and the results were analyzed quantitatively. It was found that the construct validity are met and reliability analysis generated Kappa coefficient of r11 = 0.892, which was a very good value. Therefore, it can be concluded that the instrument developed had good validity and reliability.Keywords: performance assessment, dressmaking skills, validity dan reliability Abstrak, Permasalahan yang hendak diteliti dalam penelitian pengembangan penilaian kinerja ketrampilan tata busana di SMK yaitu apakah pengembangan instrument penilaian kinerja keterampilan tata busana di SMK dapat dijadikan tes untuk mengukur keterampilan peserta didik yang dapat menghasilkan nilai validitas dan reliabilitas yang tinggi. Penelitian dilaksanakan pada bulan Februari-Mei 2015. Subjek ujicoba adalah peserta didik Program Studi Keterampilan Tata Busana yang jumlahnya 40 siswa. Ujicoba untuk melihat validitas dan reliabilitas dilakukan melalui dua tahap yaitu; 1). Ujicoba teoretik pada 5 orang panelis; 2) Setelah dikembangkan menjadi rubrik sementara, rubrik diuji validitas dan reliabilitasnya dengan menggunakan CVR (Content Validity Rasio) dan hasilnya dianalisis secara kualitatif. Hasil analisis menunjukan validitas konstruk terpenuhi, kemudian analisis reliabilitas menghasilkan Koefisien Kappa sebesar r11= 0,892, angka tersebut memiliki nilai yang sangat baik. Dengan demikian dapat disimpulkan bahwa instrument yang dikembangkan memiliki validitas dan reliabilitas yang baikKata kunci : penilaian kinerja, keterampilan tata busana, validitas dan reliabilitas

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Bashooir, Khoirul, and Supahar Supahar. "Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran fisika berbasis STEM." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 2 (December 27, 2018): 219–30. http://dx.doi.org/10.21831/pep.v22i2.19590.

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Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri terbuktivalid dengan koefisien V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

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Srirahayu, Raden Roro Yayuk, and Indyah Sulistyo Arty. "Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran Fisika berbasis STEM." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 2 (December 27, 2018): 168–81. http://dx.doi.org/10.21831/pep.v22i2.20270.

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Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri terbuktivalid dengan koefisien V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM

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Indrayana, Sofyan, and Su-Ying Fang. "Validitas dan Reliabilitas The Brief Illness Perception Questionnaire versi Bahasa Indonesia pada Pasien Diabetes Mellitus." DINAMIKA KESEHATAN JURNAL KEBIDANAN DAN KEPERAWATAN 10, no. 1 (January 2, 2020): 361–68. http://dx.doi.org/10.33859/dksm.v10i1.397.

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Latar Belakang: Persepsi penyakit adalah konsep dasar dari model akal sehat regulasi kesehatan dan perawatan diri. Persepsi penyakit merupakan salah satu prediktor dari perilaku kesehatan penderita penyakit kronis. The Brief Illness Perception Questionnaire (B-IPQ) adalah salah satu instrumen yang sering digunakan untuk mengukur persepsi penyakit di Indonesia. Namun, informasi tentang validitas dan reliabilitas B-IPQ versi Bahasa Indonesia pada populasi diabetes mellitus (DM) masih belum jelas.Tujuan: Tujuan dari penelitian ini adalah untuk mengukur validitas dan reliabilitas B-IPQ versi Bahasa Indonesia pada populasi diabetes mellitus.Metode: Validitas diukur dengan menggunakan indeks validitas isi (CVI) yang dinilai oleh satu dokter spesialis penyakit dalam dan satu perawat. Reliabilitas tes-retest dilakukan pada 10 orang penderita DM dalam waktu dua minggu. Reliabilitas alpha Cronbach dilakukan pada 200 orang penderita DM.Hasil: CVI dari B-IPQ versi Bahasa Indonesia adalah 1. Sementara itu, hasil reliabilitas test-retest adalah r = 0,83 sampai dengan 1 dan reliabilitas alpha Cronbach adalah 0,74.Simpulan: Versi Bahasa Indonesia dari B-IPQ disimpulkan valid dan memiliki reliabilitas yang baik pada reliabilitas tes-retest maupun reliabilitas alpha Cronbach. Kata kunci: validitas, reliabilitas, B-IPQ, illness perception.Background: Illness perception is the central concept of the common-sense model of health and illness self-regulatory. Illness perception has been found as one of the predictors of health behavior among people with chronic diseases. The Brief Illness Perception Questionnaire (B-IPQ) is one of instruments that used to measure illness perception in Indonesia. However, information about the validity and reliability of Bahasa Indonesia version of the B-IPQ for diabetes population is still unclear.Objective: The purpose of this study was to measure the validity and the reliability of the B-IPQ Bahasa Indonesia version in diabetes mellitus (DM) population.Methods: The validity was measured by using the content validity index (CVI) which rated by one internist physician and one nurse. Test-retest reliability was performed on 10 people with DM within two weeks. The Cronbach’s alpha reliability performed on 200 people with DM.Result: The CVI of the Bahasa Indonesia version of B-IPQ was 1. Meanwhile, the test-retest was r = 0.83 to 1 and the Cronbach’s alpha reliability was 0.74.Conclusion: The Bahasa Indonesia version of B-IPQ was valid and considered have good reliability either for test-retest reliability or Cronbach’s alpha reliability.Key Words: validity, reliability, B-IPQ, illness Perception.

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Wasidi, Wasidi, and Djemari Mardapi. "PENGEMBANGAN INSTRUMEN BAKAT KEGURUAN." Jurnal Penelitian dan Evaluasi Pendidikan 20, no. 1 (June 21, 2016): 98–110. http://dx.doi.org/10.21831/pep.v20i1.7519.

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Tujuan penelitian ini adalah untuk mengembangkan instrumen bakat keguruan yang valid dan reliabel. Penelitian ini dilakukan dengan tiga tahap yaitu: pra-pengembangan, pengembangan konseptual, dan uji coba instrumen. Data dianalisis dengan item response theory partial credit model, analisis faktor konfirmatori, validitas konkuren, validitas konvergen, dan koefisien reliabilitas. Hasil penelitian menunjukkan bahwa instrumen bakat keguruan terdiri atas tiga dimensi yaitu kreativitas pedagogi, komitmen pedagogi, dan kecerdasan emosi. Ketiga dimensi instrumen bakat keguruan memenuhi syarat IRT PCM. Hasil confirmatory factor analysis menunjukkan bahwa instrumen bakat keguruan fit. Koefisien reliabilitas gabungan tinggi. Analisis multitrait multimethod menunjukkan bahwa korelasi antara skor kreativitas pedagogi dengan skor IQ rendah. Korelasi antara skor komitmen pedagogi dengan skor Edwards Personal Preference Schedule adalah cukup. Korelasi antara skor kecerdasan emosi dengan skor EPPS adalah cukup. Validitas konvergen dimensi komitmen pedagogi termasuk tinggi, dan validitas konvergen kecerdasan emosi termasuk tinggi. Dengan demikian instrumen bakat keguruan mempunyai validitas isi, validitas konstruk, dan validitas konvergen yang baik, sedangkan dimensi komitmen pedagogi dan kecerdasan emosi mempunyai validitas konkuren yang termasuk kategori cukup. Koefisien reliabilitas gabungan instrumen bakat keguruan memenuhi persyaratan minimal. Dengan demikian instrumen bakat keguruan dapat digunakan oleh LPTK sebagai tes bakat calon mahasiswa.Kata kunci: bakat keguruan, validitas isi, validitas konstruk, validitas konkuren, validitas konvergen, koefisien reliabilitas gabungan DEVELOPING A TEACHER APTITUDE INSTRUMENTAbstractThe purpose of this study is to develop an instrument of teacher aptitude which is valid and reliable. This research was carried out in three phases: pre-development, conceptual development, and instrument try out. The data were analyzed using the item response theory partial credit model, confirmatory factor analysis, concurrent validity, convergent validity, and reliability coefficient. The result of this research is a teacher aptitude instrument that consists of three dimensions: pedagogical creativity, pedagogical commitment, and emotional intelligence. The three dimensions of the instrument have IRT PCM qualification. The result of CFA shows that the teacher aptitude instrument is fit. The coefficient of the reliability is high. The correlation between pedagogical creativity score and intelligence quotient score is low. The correlation between pedagogical commitment and Edwards Personal Preference Schedule score is sufficient. The correlation between emotional intelligence score and EPPS score is sufficient. The convergent validity of pedagogical commitment is high, while the convergent validity of emotional intelligence is high. Therefore the teacher aptitude instrument has a good content validity, construct validity, and convergent validity, while dimension of pedagogical commitment and emotional intelligence has sufficient concurrent validity. The coefficient of composite reliability of the instrument meets the minimum requirements. Therefore the teacher aptitude instrument could be used by LPTK as an aptitude test for student candidates.Keywords: teacher aptitude, content validity, construct validity, convergent validity, coefficient of composite reliability

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Huei, Owi Kim, Ridzwan Che Rus, and Arasinah Kamis. "Validity and Reliability of the Design and Technology Instrument." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 984–93. http://dx.doi.org/10.37200/ijpr/v23i4/pr190426.

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Sağlam, Halil İbrahim, and Sinem Sayımlı. "Oral History Attitude Scale (OHAS) Validity and Reliability Study." International Journal of Psychology and Educational Studies 5, no. 1 (January 1, 2018): 1–8. http://dx.doi.org/10.17220/ijpes.2018.01.001.

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Rahman, Zarizi Ab. "Reliability, Validity, and Norm References of Standing Broad Jump." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1340–54. http://dx.doi.org/10.47059/revistageintec.v11i3.2014.

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Gaberson, Kathleen B. "Measurement reliability and validity." AORN Journal 66, no. 6 (December 1997): 1092–94. http://dx.doi.org/10.1016/s0001-2092(06)62551-9.

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KNAPP, THOMAS R. "Validity, Reliability, and Neither." Nursing Research 34, no. 3 (May 1985): 189. http://dx.doi.org/10.1097/00006199-198505000-00013.

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Kanis, H., J. P. L. Schoormans, and W. S. Green. "Reliability and validity revisited." Theoretical Issues in Ergonomics Science 15, no. 1 (June 28, 2013): 62–68. http://dx.doi.org/10.1080/1463922x.2013.803170.

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Afiyanti, Yati. "Validitas dan Reliabilitas Dalam Penelitian Kualitatif." Jurnal Keperawatan Indonesia 12, no. 2 (July 24, 2008): 137–41. http://dx.doi.org/10.7454/jki.v12i2.212.

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AbstrakPenilaian kualitas suatu temuan penelitian, baik kuantitatif maupun kualitatif memerlukan pembahasan tentang keabsahan data/validitas (trustworthiness) dan reliabilitasnya. Secara tradisional, penilaian validitas dan reliabilitas dalam penelitian kuantitatif telah memiliki standar baku yang mengacu pada pengujian isi dan kegunaan alat ukur yang dipakai untuk memperoleh data temuannya. Namun, pada penelitian kualitatif, kedua aspek penilaian ini masih menjadi isu yang dipertanyakan, terutama ketika mempertanyakan keilmiahan temuan-temuan metode tersebut. Sesuai pengalaman penulis, aspek validitas dan reliabilitas dapat menjelaskan berbagai teknik operasional yang mendukung rigoritas (ketepatan) data yang dihasilkan dalam penelitian kualitatif, yaitu kredibilitas, dependabilitas, konfirmabilitas, dan transferabilitas. AbstractThe quality evaluation in research findings, both of quantitative and qualitative, needs a demonstrated trustworthiness and rigorist. Traditionally, validity and reliability evaluating in quantitative research focus on standardized data collection instruments. However, the validity and reliability in qualitative research, is still a questionable issue, especially when asking about scientific findings of the work. Moreover, both of the validity and reliability describe operational techniques supporting the rigor of the work: credibility, dependability, conformability, and transferability.

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VARVERI, Loredana, Gioacchino LAVANCO, and Santo DI NUOVO. "Buying Addiction: Reliability and Construct Validity of an Assessment Questionnaire." Postmodern Openings 06, no. 01 (June 30, 2015): 149–60. http://dx.doi.org/10.18662/po/2015.0601.10.

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AKBIYIK, Melike, and Murat SENTURK. "Assessment Scale of Academic Enablers: A Validity and Reliability Study." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–26. http://dx.doi.org/10.14689/ejer.2019.80.11.

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Rahayu, Sri, and Teti Rahmawati. "Uji Validitas dan Reliabilitas Kuesioner Kebutuhan Informasi Caregivers Keluarga (K-KICK)." DINAMIKA KESEHATAN JURNAL KEBIDANAN DAN KEPERAWATAN 10, no. 2 (December 29, 2019): 838–46. http://dx.doi.org/10.33859/dksm.v10i2.513.

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Latar Belakang: Kebutuhan informasi caregivers keluarga sampai sejauh ini belum teridentifikasi secara jelas. Namun, belum ada sebuah instrumen yang mampu mengukur kebutuhan tersebut di Indonesia.Tujuan: untuk mengukur validitas dan reliabilitas kuesioner kebutuhan informasi caregivers keluarga.Metode Penelitian: Validasi konten atau content validity index (CVI) yang melibatkan 5 orang ahli dan reliabilitas dengan alpha Cronbach digunakan dalam penelitian ini. Sejumlah 28 orang caregivers keluarga terlibat dalam uji reliabilitas.Hasil: Kuesioner kebutuhan informasi caregivers keluarga (K-KICK) dinyatakan valid dengan nilai mean I-CVI 0,97 dan reliabel dengan alpha Cronbach 0,89. Oleh dari itu, kuesioner ini dapat digunakan untuk penelitian selanjutnya dengan populasi yang sama atau berbeda dengan jumlah sampel yang lebih besar.Kata kunci: uji validitas, reliabilitas, kebutuhan informasi, K-KICK, caregivers keluarga Background: The informational needs of family caregivers until now have not been identified clearly. However, there is no instrument available to measure these needs in Indonesia.Objective: To measure the validity and reliability of the questionnaire information needs of family caregivers.Methods: Content validity test (CVI) involving 5 experts and reliability using Cronbach alpha were used in this study. A total of 28 family caregivers were involved in the reliability test.Results: The questionnaire “Kuesioner kebutuhan informasi caregivers keluarga (K-KICK)” was declared valid with a mean I-CVI of 0.97 and reliable with Cronbach's alpha 0.89. Finally, this questionnaire can be used in further studies with the same or different populations and with larger sample size.Keywords: validity test, reliability, informational needs, K-KICK, family caregivers

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Roberts, Paula, Helena Priest, and Michael Traynor. "Reliability and validity in research." Nursing Standard 20, no. 44 (July 12, 2006): 41–45. http://dx.doi.org/10.7748/ns2006.07.20.44.41.c6560.

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Davis, Deborah Winders. "Validity and Reliability: Part I." Neonatal Network 23, no. 1 (January 2004): 54–56. http://dx.doi.org/10.1891/0730-0832.23.1.54.

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IN THE FIRST COLUMN OF THIS series, I discussed different types of research study designs (see September/October 2003 issue). In this column, I review the concepts of validity and reliability. Validity is a measure of accuracy and generalizability; reliability has to do with whether results can be repeated. Often these terms are used in reference to measurements or instruments. They can also be used to describe a study itself, however.1 The overall validity of a study depends generally on the validity and reliability of the measurement tools, but other factors also contribute. This column focuses on overall study validity and reliability. Measurement validity and reliability will be the topic for a future column.

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Davis, Deborah Winders. "Reliability and Validity: Part II." Neonatal Network 23, no. 3 (May 2004): 74–76. http://dx.doi.org/10.1891/0730-0832.23.3.74.

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IN THE PREVIOUS COLUMN (Reliability and Validity: Part I, Vol. 23, No.1), I discussed issues related to reliability and validity of the overall study design. In Part II, I will discuss reliability and validity as it relates specifically to measurement scales and instruments. A study must have valid and reliable measures in order to be considered a valid and reliable study. However, a study can have valid and reliable measures, but due to design flaws, not be a valid or reliable study. For the remainder of this column, the terms reliability and validity will refer to measurement unless otherwise stated.

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Patrick, Donald L., and William L. Beery. "Measurement Issues: Reliability and Validity." American Journal of Health Promotion 5, no. 4 (March 1991): 305–10. http://dx.doi.org/10.4278/0890-1171-5.4.305.

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Cakmur, Hulya. "Measurement-Reliability-Validity in Research." TAF Preventive Medicine Bulletin 11, no. 3 (2012): 339. http://dx.doi.org/10.5455/pmb.1-1322486024.

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Roberts, Paula, Helena Priest, and Michael Traynor. "Reliability and validity in research." Nursing Standard 20, no. 44 (July 12, 2006): 41–45. http://dx.doi.org/10.7748/ns.20.44.41.s56.

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Seale, Clive. "Qualitative methods: validity and reliability." European Journal of Cancer Care 10, no. 2 (June 2001): 133–34. http://dx.doi.org/10.1046/j.1365-2354.2001.0253b.x.

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Risher, Howard W. "Job Evaluation: Validity and Reliability." Compensation & Benefits Review 21, no. 1 (February 1989): 22–36. http://dx.doi.org/10.1177/088636878902100104.

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Basch, Charles E., and Robert S. Gold. "The Validity of Reliability Assessments." Journal of School Health 55, no. 5 (May 1985): 191–95. http://dx.doi.org/10.1111/j.1746-1561.1985.tb04118.x.

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Seddon, G. M. "The Validity of Reliability Measures." British Educational Research Journal 14, no. 1 (March 1988): 89–97. http://dx.doi.org/10.1080/0141192880140107.

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Wing, John, and Paul Lelliott. "Reliability and validity of HoNOS." Psychiatric Bulletin 23, no. 6 (June 1999): 375. http://dx.doi.org/10.1192/pb.23.6.375.

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Mayo, Ann M. "Reliability and Validity Measurement Issues." Clinical Nurse Specialist 33, no. 5 (2019): 203–4. http://dx.doi.org/10.1097/nur.0000000000000474.

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Lederman, Regina P. "Content Analysis: Reliability and Validity." MCN, The American Journal of Maternal/Child Nursing 16, no. 4 (July 1991): 199. http://dx.doi.org/10.1097/00005721-199107000-00008.

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DePalma, J. A. "Reliability and Validity of OASIS." Home Health Care Management & Practice 14, no. 3 (April 1, 2002): 241–42. http://dx.doi.org/10.1177/10848220222188507.

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DePalma, Judith A. "Reliability and Validity of OASIS." Home Health Care Management & Practice 14, no. 3 (April 2002): 241–42. http://dx.doi.org/10.1177/108482230201400317.

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Krammer, Hein P. M., and Wim J. van der Linden. "Reliability Estimation Using Validity Coefficients." Journal of Experimental Education 54, no. 2 (January 1986): 91–94. http://dx.doi.org/10.1080/00220973.1986.10806403.

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Emerson, Robert Wall. "Psychometrics, Testing, Reliability, and Validity." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 268–69. http://dx.doi.org/10.1177/0145482x211023607.

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Fujimoto, Shintaro. "Authenticity Scale: Reliability and validity." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 1PM—1–057–1PM—1–057. http://dx.doi.org/10.4992/pacjpa.78.0_1pm-1-057.

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Destivani, Vika, Usep Kuswari, and Yatun Romdonah Awaliah. "KUALITAS SOAL PENILAIAN TENGAH SEMESTER MATA PELAJARAN BAHASA SUNDA DI SMPN 2 LEUWISADENG BOGOR." LOKABASA 11, no. 1 (June 3, 2020): 73–81. http://dx.doi.org/10.17509/jlb.v11i1.25200.

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This research based on the quality of mid-semester test questions in Sundanese language subject which is proposed by the teacher is still not meeting the criteria of validity , reliability, and questions properness,. This research aims to describe the validity level, content validity, and empirical validity (difficulty level and differentiator power), reliability, and questions appropriateness level of Sundanese language subject in SMPN 2 Leuwisadeng Bogor. This research uses descriptive method, specifically, descriptive and inferential statistics. This methods used descriptive method of quantitative approach.The data for this research are Sunadanese subject mid-term questions and the answer sheets of the first and second semester student year 2018/2019. Furthermore, this research uses documentation study as the technique of the research. Based on the 11 analyzed aspects, the result shows that mid-semester test question content validity of 110 questions that 44 questions are valid, 21 questions are obliged to be revised, and 45 questions should be changed. Empirical Validity based on difficulty level shows that 62 questions are proper, 40 questions should be revised and 8 questions should be changed. Based on the differentiator power shows that 49 questions are proper, 31 questions should be revised, and 30 questions should be substituted. Based on the reliability level, 50% is in good category, 30% is in middle category, and 20% is in the bad category. Therefore, based on validity, either contect valididty or empirical validity (questions’difficulty level and differentiator poer), as well as reliability level, there are 35 proper questions (32%), 50 questions should be revised (45%), and 25 questions should be changed (23%). The conclusion is mid-semester test questions of Sundanese subject in SMPN 2 Leuwisadeng Bogor has’good’ standard of questionsappropriateness. AbstrakPenelitian ini dilatarbelakangi oleh adanya kualitas soal penilaian tengah semester mata pelajaran bahasa Sunda yang dibuat oleh guru masih belum memenuhi kriteria tingkat validitas, reliabilitas, dan kelayakan soal penilaian tengah semester. Penelitian ini bertujuan untuk mendeskripsikan validitas, baik validitas isi maupun validitas empiris (tingkat kesukaran dan daya pembeda), tingkat relibilitas, dan tingkat kelayakan soal-soal penilaian tengah semester basa Sunda di SMPN 2 Leuwisadeng Bogor. Metode yang digunakan yaitu metode deksriptif dengan pendekatan kuantitatif. Sumber data dalam penelitian ini didapat dari pengumpulan soal-soal penilaian tengah semester bahasa Sunda dan lembar jawaban siswa semester 1 dan semester 2 taun ajar 2018/2019. Teknik yang digunakan dalam penelitian ini yaitu teknik studi dokumentasi. Berdasarkan hasil penelitian 11 aspek yang telah dianalisis ini yaitu validitas isi soal penilaian tengah semester dari 110 soal yaitu 44 soal valid, 21 soal harus direvisi, dan 45 soal harus diganti. Validitas empiris, berdasarkan kesukaran soal ada 62 soal yang layak, 40 soal direvisi, dan 8 soal harus diganti. Berdasarkan tingkat daya pembeda ada 49 soal layak, 31 soal direvisi, dan 30 soal harus diganti. Berdasarkan tingkat reliabilitas soal Penilaian Tengah Semester ada 50% kategori tinggi, 30% kategori sedang, dan 20% kategori rendah. Oleh sebab itu, berdasarkan validitas, baik validitas isi maupun validitas empiris (tingkat kesukaran soal dan daya pembeda soal), serta tingkat reliabilitas terdapat kelayakan soal yaitu ada 35 soal yang layak (32%), 50 soal harus direvisi (45%), dan 25 soal harus diganti (23%). Jadi, soal-soal penilaian tengah semester bahasa Sunda di SMPN 2 Leuwisadeng Bogor mempunyai tingkat kelayakan soal yang “cukup”.

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Imle, Margaret A., and Jan R. Atwood. "Retaining qualitative validity while gaining quantitative reliability and validity." Advances in Nursing Science 11, no. 1 (October 1988): 61–75. http://dx.doi.org/10.1097/00012272-198810000-00007.

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BULUT KILIÇ, İnci. "Validity and Reliability Study for Studio Work Course Time Management Scale." Journal of Educational Sciences Research 6, no. 2 (October 30, 2016): 113–29. http://dx.doi.org/10.12973/jesr.2016.62.7.

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Yazıcı, Esra, Tugba Mutu Pek, Hilal Uslu Yuvacı, Elif Köse, Serhan Cevrioglu, Ahmet Bulent Yazıcı, Ali Savaş Çilli, Atila Erol, and Nazan Aydın. "Perinatal Anxiety Screening Scale validiy and reliability study in Turkish (PASS-TR validity and reliability)." Psychiatry and Clinical Psychopharmacology 29, no. 4 (August 23, 2018): 609–17. http://dx.doi.org/10.1080/24750573.2018.1506247.

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Iliman Puskulluoglu, Elif, and Yahya Altinkurt. "Development of Teachers’ Structural Empowerment Scale (TSES): A Validity and Reliability Study." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 118–32. http://dx.doi.org/10.22521/unibulletin.2017.61.10.

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Tuluce, Derya. "Validity and reliability of the Turkish version of the clinical COPD questionnaire." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v4i2.2471.

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Gur, Emel. "Attitudes towards violence scale in adults: A study of validity and reliability." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 120–27. http://dx.doi.org/10.18844/prosoc.v4i2.2473.

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