RESEARCH INSTRUMENT FOR VOCATIONAL HIGH SCHOOL (SMK) TEACHERS’ INSTRUCTIONAL INNOVATION: VALIDITY AND RELIABILITY ANALYSITITLE

Ufiya Putri Adhiyati; Ai Solihah; Andi Hermawan

doi:10.51499/cp.v10i1.877

Authors

Ufiya Putri Adhiyati Universitas Indraprasta PGRI
Ai Solihah Universitas Indraprasta PGRI
Andi Hermawan Universitas Pakuan

DOI:

https://doi.org/10.51499/cp.v10i1.877

Keywords:

Research Instrument, Instructional Innovation, Validity, Reliability, SMK Teachers.

Abstract

Learning innovation is an important aspect of improving the quality of vocational education and strengthening teachers’ human resources. However, measuring teachers’ instructional innovation still requires an instrument that is practical, easy to use, and demonstrates adequate psychometric quality. This study aims to examine an instructional innovation instrument for Vocational High School (SMK) teachers by testing its validity and reliability using a quantitative survey approach. The instrument was developed based on a review of the literature on instructional innovation and educational human resource development, and then empirically tested through item–total correlation analysis and Cronbach’s Alpha coefficient using SPSS 26. Data were collected from 30 SMK teachers using a five-point Likert-scale questionnaire. The results showed that 19 out of 20 statement items met the validity criteria with correlation coefficients ? 0.361, while one item was eliminated. The reliability test produced a Cronbach’s Alpha value of 0.898, indicating excellent internal consistency. These findings confirm that the SMK teachers’ instructional innovation instrument is suitable for use as a measurement tool in vocational education contexts.

Downloads

Download data is not yet available.

References

Hämäläinen, R., & Vähäsantanen, K. (2021). Professional learning in education: Emerging perspectives and challenges. Professional Development in Education, 47(2–3), 211–225. https://doi.org/10.1080/19415257.2020.1770835

Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.

Lai, J. W. M., & Bower, M. (2021). Evaluation of technology-enhanced learning design: A systematic review. Computers & Education, 165, 104–149.

OECD. (2021). Teachers at the heart of education recovery. OECD Publishing. https://doi.org/10.1787/1a1f44b5-en

Prestridge, S. (2021). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 170, 104–224. https://doi.org/10.1016/j.compedu.2021.104224

Rahmawati, S. F. (2025). Teacher professional development strategy and sustainable educational innovation. Innovate Journal, 3(1), 15–27.

Rahmi, I., & Rassanjani, S. (2025). Enhancing teacher quality in Indonesia: The impact of teacher professional development on sustainable educational goals. Social Sciences & Humanities Open, 11, 100853.

Rifaldi, U. A., Subroto, D. E., & Rahmadani, K. (2025). Pemanfaatan media Power Point dalam meningkatkan minat dan motivasi belajar siswa pada mata pelajaran sejarah di SMAN 5 Cilegon. Cakrawala Pedagogik, 9(2), 251–263. https://doi.org/10.51499/cp.v9i2.787

Schindler, L. A., Schindler, L. A., & Burkholder, G. J. (2022). Computers in education: A meta-analysis of learning outcomes. Computers & Education, 176, 104357. https://doi.org/10.1016/j.compedu.2021.104357

Taherdoost, H. (2021). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 10(1), 28–36.

Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D., & Kral, M. (2023). The HeDiCom framework: Higher Education teachers’ digital competencies for the future. Educational Technology Research and Development, 71, 33–53. https://doi.org/10.1007/s11423-023-10193-5

Van der Klink, M. R. (2023). Professional learning and development: sustainability in education. Professional Development in Education, 49(5), 781–783.

Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2022). Teachers’ pedagogical use of ICT and their beliefs about technology. Educational Technology Research and Development, 70(2), 1099–1120. https://doi.org/10.1007/s11423-021-10062-9

Widyaningrum, I., Fadliansyah, M., & Mustakim, U. S. (2025). The effect of using Gemini AI-based learning media on students’ mathematical concept understanding ability. Cakrawala Pedagogik, 9(2), 206–216. https://doi.org/10.51499/cp.v9i2.779