Validity and reliability of the economics learning anxiety (ELA) instrument among Senior High School students

Maskhur Dwi Saputra; Ahmad Haetami; Wida Wulandari

doi:10.26740/jupe.v14n3.p286-296

Authors

Maskhur Dwi Saputra Universitas Indraprasta PGRI
Ahmad Haetami Universitas Indraprasta PGRI
Wida Wulandari Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/jupe.v14n3.p286-296

Keywords:

Economics Learning Anxiety, Validity, Reliability

Abstract

This study aimed to develop and conduct a preliminary psychometric evaluation of the Economics Learning Anxiety (ELA) instrument. A quantitative approach with a cross-sectional survey design was employed. Data were collected from 83 tenth-grade students at SMAN 3 Tambun Selatan, Bekasi, Indonesia. Item validity was evaluated using corrected item-total correlation (CITC), construct validity was examined through Exploratory Factor Analysis (EFA), and reliability was assessed using Cronbach’s alpha coefficient. The results showed that 21 of the initial 37 items met the validity criterion (CITC ≥ 0.30) and were retained in the final instrument. The corrected item-total correlation coefficients ranged from 0.377 to 0.615. Exploratory Factor Analysis provided evidence of construct validity, with a Kaiser-Meyer-Olkin (KMO) value of 0.805 and a significant Bartlett’s Test of Sphericity (χ² = 819, p < .001). The retained items demonstrated factor loadings ranging from 0.377 to 0.870. Reliability analysis yielded a Cronbach’s alpha coefficient of 0.890, indicating excellent internal consistency. These findings provide preliminary evidence supporting the validity and reliability of the Economics Learning Anxiety (ELA) instrument for assessing economics learning anxiety among senior high school students. Nevertheless, further validation involving expert judgment, larger samples, and confirmatory factor analysis is recommended.

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