MULTIDIMENSIONAL CONSTRUCTION OF A CHILD-FRIENDLY LEARNING ENVIRONMENT (CIFEQ) AT THE SECONDARY SCHOOL LEVEL
DOI:
https://doi.org/10.21009/ishel.v2i1.58546Keywords:
scaffolding, collaborative writing, zone of proximal development, language classroom, qualitative studyAbstract
The implementation of child-friendly education requires valid and reliable instruments capable of assessing the extent to which learning environments support children’s rights, participation, safety, inclusion, and well-being. This study aimed to develop and validate the Child-Friendly Learning Environment Questionnaire (CIFEQ) for Indonesian secondary schools using a CFA approach. The study employed a research and development design involving construct identification, item generation, expert review, pilot testing, and psychometric evaluation. Data were collected from 800 junior secondary school students from SMPN Jabodetabek. Content validity was examined using Aiken’s V, while construct validity was assessed through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results supported a seven-factor structure comprising Quality Learning, Student Participation, Teacher Support, Student Cohesiveness, Inclusivity and Equality, Safety and Comfort, and Protection. The final instrument consisted of 44 items with satisfactory factor loadings (>0.30). CFA demonstrated excellent model fit (RMSEA = 0,035, SRMR = 0,044, CFI = 0,916, NNFI = 0,908, dan IFII = 0,917). Reliability analysis indicated high internal consistency (Cronbach’s α = 0.92). These findings provide strong evidence that the CIFEQ is a psychometrically sound instrument for measuring child-friendly learning environments in Indonesian schools and supporting educational evaluation and policy development.
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