Konstruksi dan Analisis Psikometrik Skala Motivasi Belajar Matematika Siswa SMP: Penelitian

Yuli Bangun Nursanti; Hendrisa Rizqie Romandoni; Dzalfadina Tri Hastiti Cahyaningrum; Lutvia Gravika Aspira; Kania Fauziati Naila; Ririn Mardiyanti; Indra Jati Mukminan

doi:10.31004/jerkin.v4i3.3995

Authors

Yuli Bangun Nursanti Universitas Sebelas Maret
Hendrisa Rizqie Romandoni Universitas Sebelas Maret
Dzalfadina Tri Hastiti Cahyaningrum Universitas Sebelas Maret
Lutvia Gravika Aspira Universitas Sebelas Maret
Kania Fauziati Naila Universitas Sebelas Maret
Ririn Mardiyanti Universitas Sebelas Maret
Indra Jati Mukminan Universitas Sebelas Maret

DOI:

https://doi.org/10.31004/jerkin.v4i3.3995

Keywords:

Mathematics Learning Motivation Scale, Learning Motivation, Mathematics, Junior High School

Abstract

The absence of a standardized instrument contextualized for Indonesian students was a primary problem motivating this research, which aimed to develop and validate the Mathematics Learning Motivation Scale (MLMS) for junior high school students. This study employed a systematic instrument development process. The scale was constructed based on a synthesis of motivation theories, specifically operationalizing four key aspects: choice of tasks, effort, persistence, and self-confidence. These aspects were formulated into 30 Likert-scale items. The validation method included content validity, which was established through expert judgment from two education experts, and construct validity. The subjects for the validation trial were 31 eighth-grade students from a junior high school in Boyolali. The primary instrument used was the 30-item MLMS questionnaire itself. Data analysis was performed using SPSS version 22. The results from the Pearson product-moment correlation showed that all 30 items were valid, with each item's r_calculated score exceeding the r_table value of 0.355 at a 5% significance level. Furthermore, the reliability analysis reported a Cronbach's Alpha coefficient of 0.917, demonstrating very high internal consistency. It was concluded that the developed MLMS is a valid and highly reliable instrument, suitable for objectively measuring mathematics learning motivation in this specific student context.

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