Content Validity Analysis of a Teacher Needs Assessment Instrument In Science Learning Using Aiken’s V Index
DOI:
https://doi.org/10.55681/nusra.v7i4.6651Keywords:
content validity, Aiken’s V index, teacher needs assessment, Project-Based Learning, ethnoscienceAbstract
Assessment questionnaire developed to support the development of an ethnoscience-integrated Project-Based Learning (PjBL) model for junior secondary science education. The instrument consisted of 30 items organized into seven variables and was designed to identify teachers’ needs regarding project-based learning implementation, the integration of ethnoscience and local wisdom, and the promotion of students’ critical and creative thinking skills within the framework of the Merdeka Curriculum Phase D. Content validity was evaluated using Aiken’s V index with the involvement of three expert validators, including a science and ethnoscience education expert, an assessment and instrument development expert, and a Merdeka Curriculum expert. The evaluation was conducted using a validation sheet comprising 12 indicators covering content relevance, language clarity, item construction, and the appropriateness of context and rating scales. The findings revealed that all validation indicators achieved Aiken’s V values ranging from 0.889 to 1.000, with an overall mean score of 0.944. These values exceeded the minimum acceptable criterion for content validity (V ≥ 0.80), indicating that the instrument possesses high content validity and is appropriate for identifying teachers’ needs during the initial stage of developing an ethnoscience-integrated Project-Based Learning model.
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