Validity and Realibility Testing Of The Alphabet Knowledge Measurement Instrumen

Abstract

This article focuses on the early childhood education program (PAUD) in Kelurahan Tanjung Duren Utara. The aim of this study is to examine the validity and reliability of a measure of alphabet knowledge among children aged five to six years. The hypothesis of this research is that the measure of alphabet knowledge is tested to be valid and reliable. This research adopts a quantitative approach and the total sampling method. Participants’ alphabet knowledge is measured with an instrument developed by the researcher based on definitions and factors related to alphabetical knowledge theories. The validity test showed the measure of alphabet knowledge to be valid (0.83-1 > 0.5) and reliable (0.94> 0.9). This research examines 78 items that are valid and reliable for assessing alphabet knowledge among children aged five to six. Further findings based on an analysis of item difficulty evidenced that the letters v, q, p, f among others are difficult to learn. Item discrimination was also analyzed, and results revealed that for certain vowels it was difficult to discriminate between a child with and without alphabet knowledge. A distractor power analysis of alphabet knowledge on the other showed two items in particular that need to be revised, namely letters N and t.