Validasi Awal Indeks Kecerdasan Karakter Berbasis Lima Dimensi Pada Siswa dan Mahasiswa

Aluh Hartati; Muhammad Faqih; Ahmad Muzanni

doi:10.33394/jtni.v12i2.18696

Authors

Aluh Hartati Universitas Pendidikan Mandalika, Indonesia
Muhammad Faqih Universitas Pendidikan Mandalika, Indonesia
Ahmad Muzanni Universitas Pendidikan Mandalika, Indonesia

DOI:

https://doi.org/10.33394/jtni.v12i2.18696

Keywords:

Character Intelligence Index, Preliminary Validation, Character Education, Psychometrics, Exploratory Factor Analysis, Reliability, Students And University Students, Indeks Kecerdasan Karakter, Validasi Awal, Pendidikan Karakter, Psikometri, Analisis Faktor Eksploratori, Reliabilitas, Siswa Dan Mahasiswa

Abstract

Abstract: Character intelligence is proposed as an integrative construct that combines reflection, self-regulation, empathy, resilience, and prosocial harmony in educational contexts. Existing character-related instruments generally provide scale scores, whereas educators often need a more interpretable profile to identify relative strengths and areas for development. Objective: This study aimed to develop and conduct an initial psychometric validation of the Character Intelligence Index (Indeks Kecerdasan Karakter/IKK) for students and university students. Method: The study used a modified research and development approach with a quantitative cross-sectional field trial. The initial 30-item pool was reviewed by three experts and refined into a 25-item Likert instrument covering five dimensions: Character Reflection, Character Regulation, Character Empathy, Character Resilience, and Harmony Action. Data from 55 complete responses were analyzed using Exploratory Factor Analysis with Principal Axis Factoring and Oblimin rotation, followed by internal consistency testing using Cronbach’s Alpha. IKK scores were calculated through min-max normalization and equal theoretical weighting across dimensions. Results: The data showed acceptable factorability for preliminary analysis (KMO = 0.876; Bartlett’s test p < 0.001). The five-factor exploratory solution explained 68.4% of the variance, with primary loadings ranging from 0.678 to 0.856. Four items showed moderate secondary loadings but were retained because their highest loadings remained consistent with the theoretical dimensions. Reliability was high for each dimension (α = 0.84-0.89) and for the overall scale (α = 0.93). The average IKK score was 64.7, placing the sample descriptively in the Competent category, with Empathy as the strongest dimension and Regulation as the lowest dimension. Conclusion: The IKK shows promising initial internal structure and reliability; however, due to the limited sample size and the absence of external validity evidence, the index should be regarded as a preliminary character-mapping prototype rather than a definitive diagnostic instrument. Further studies with larger and more diverse samples, confirmatory factor analysis, test-retest reliability, measurement invariance, and criterion validity testing are required.

Abstrak: Kecerdasan karakter diajukan sebagai konstruk integratif yang memadukan refleksi, regulasi diri, empati, ketangguhan, dan aksi prososial-harmonis dalam konteks pendidikan. Instrumen karakter yang telah tersedia umumnya menghasilkan skor skala, sedangkan pendidik sering membutuhkan profil yang lebih interpretatif untuk mengenali kekuatan dan area pengembangan peserta didik. Tujuan: Penelitian ini bertujuan mengembangkan dan melakukan validasi psikometrik awal terhadap Indeks Kecerdasan Karakter (IKK) pada siswa dan mahasiswa. Metode: Penelitian menggunakan pendekatan penelitian dan pengembangan yang dimodifikasi dengan uji coba lapangan kuantitatif potong lintang. Kumpulan awal 30 butir ditelaah oleh tiga ahli dan disempurnakan menjadi instrumen Likert 25 butir yang mencakup lima dimensi: Refleksi Karakter, Regulasi Karakter, Empati Karakter, Ketangguhan Karakter, dan Aksi Harmoni. Data dari 55 respons lengkap dianalisis menggunakan Analisis Faktor Eksploratori dengan Principal Axis Factoring dan rotasi Oblimin, kemudian diuji konsistensi internalnya menggunakan Cronbach’s Alpha. Skor IKK dihitung melalui normalisasi min-maks dan pembobotan teoretis setara pada setiap dimensi. Hasil: Data menunjukkan kelayakan awal untuk analisis faktor (KMO = 0,876; Bartlett’s test p < 0,001). Solusi eksploratori lima faktor menjelaskan 68,4% varians, dengan loading utama berkisar 0,678 sampai 0,856. Empat butir menunjukkan secondary loading sedang, tetapi dipertahankan karena loading tertinggi tetap sesuai dengan dimensi teoretis. Reliabilitas setiap dimensi tergolong tinggi (α = 0,84-0,89) dan reliabilitas skala keseluruhan mencapai α = 0,93. Rata-rata IKK sebesar 64,7 sehingga secara deskriptif sampel berada pada kategori Kompeten, dengan Empati sebagai dimensi terkuat dan Regulasi sebagai dimensi terendah. Kesimpulan: IKK menunjukkan bukti awal yang menjanjikan dari segi struktur internal dan reliabilitas; namun, karena ukuran sampel terbatas dan belum ada bukti validitas eksternal, indeks ini perlu diposisikan sebagai prototipe pemetaan karakter awal, bukan instrumen diagnostik final. Penelitian lanjutan dengan sampel lebih besar dan beragam, analisis faktor konfirmatori, reliabilitas test-retest, measurement invariance, dan validitas kriteria masih diperlukan.

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Anam, M. C., Muzanni, A., & Mujiburrahman, M. (2020). Learning effectiveness of guided science to improve student learning outcomes. Jurnal Ilmiah Sekolah Dasar, 4(3), 369–377.

Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2022). Keputusan Kepala BSKAP Nomor 009/H/KR/2022 tentang Dimensi, Elemen, dan Subelemen Profil Pelajar Pancasila pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). Self-regulation and personality. Journal of Personality and Social Psychology, 92(6), 1087–1101.

Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149

Brown, T. A. (2015). Confirmatory Factor Analysis for Applied Research (2nd ed.). Guilford Press.

DeVellis, R. F. (2017). Scale Development: Theory and Applications (4th ed.). SAGE Publications.

Eisenberg, N., Guthrie, I. K., & Cumberland, A. (2002). Empathy-related responding in children. Child Development, 73(3), 809–824.

Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton.

Faqih, M. (2020). Persepsi siswa mengenai manajemen pendidikan karakter yang cocok untuk generasi muslim milenial di Kota Mataram. Jurnal Visionary: Penelitian dan Pengembangan di Bidang Administrasi Pendidikan, 8(1), 15–24.

Faqih, M., & Irawan, M. A. (2020). Implementasi manajemen strategik pendidikan karakter di SMPN 2 Mataram. Jurnal Paedagogy, 1(1), 8–16.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction (7th ed.). Allyn & Bacon.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

Goleman, D. (1995). Emotional Intelligence. Bantam Books.

Grant, A. M., & Berg, J. M. (2011). Prosocial motivation at work: When, why, and how making a difference makes a difference. Journal of Positive Psychology, 6(4), 297–308.

Hartati, A., Ahmad, H., & Mandasingi, A. R. (2020). Hubungan antara pengendalian diri dengan prestasi siswa SMKN 1 Sumbawa Besar. Realita: Jurnal Bimbingan dan Konseling, 5(2), 1051–1066.

Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104–121. https://doi.org/10.1177/109442819800100106

Kohlberg, L. (1984). Essays on Moral Development, Vol. 2: The Psychology of Moral Development. Harper & Row.

Lennick, D., & Kiel, F. (2005). Moral Intelligence: Enhancing Business Performance and Leadership Success. Wharton School Publishing.

MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84

Masten, A. S. (2014). Global perspectives on resilience in children and youth. Annual Review of Psychology, 65, 165–190.

Muzanni, A., & Winata, A. (2021). Pengaruh problem solving terhadap motivasi dan hasil belajar kognitif siswa pada pembelajaran IPA di sekolah dasar. JPIn: Jurnal Pendidikan Indonesia, 4(1), 210–220.

Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Journal of Moral Education, 39(3), 305–321.

Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Personality and Social Psychology, 87(6), 603–619.

Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford University Press.

Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies, 9(1), 13–39.

Saeed, A. (2016). The Qur’an and modern psychology: Ethical frameworks for contemporary society. Journal of Qur’anic Studies, 18(2), 45–67.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

Seligman, M. E. P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. Free Press.

Spearman, C. (1904). General intelligence, objectively determined and measured. The American Journal of Psychology, 15(2), 201–292.

Tim Pengusul. (2025). Proposal Penelitian Internal: Pengembangan dan Pengujian Indeks Kecerdasan Karakter (IKK) sebagai Alat Ukur Kecerdasan Karakter pada Siswa SMPN dan SMAN. Universitas Pendidikan Mandalika. Dokumen internal.

Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838. https://doi.org/10.1177/0011000006288127

Zinnurain, Z., & Muzanni, A. (2018). Pengembangan buku ajar berbasis kearifan lokal pada siswa kelas V sekolah dasar. Jurnal Ilmiah IKIP Mataram, 4(2), 63–69.