Adaptation of the Epistemological Belief Questionnaire about Teaching and Learning of Preservice Physics Teacher: Preliminary Research
Abstract
This study aims to obtain an instrument of teacher beliefs about learning and teaching in hybrid learning in the post-COVID-19 (New Normal) era. In addition to producing a questionnaire instrument, this study looks for the relationship of belief to learning and learning with Confirmatory Factor Analysis (CFA). The research subjects were selected through a random sampling technique (through a lottery) by several teachers/prospective teachers of physics education at schools and in higher education institutions. Structural equation modeling (SEM) analysis was performed using AMOSS v26 using a strong categorical data estimator. The SEM results show the teaching and learning conceptions questionnaire in the marginal fit category (RMSEA) poor fit (NFI, RFI, IFI, TLI, and CGI), in addition, it is shown that the indicators have good internal consistency but lack formation in the latent variance variable. Meanwhile, the results of the SEM Epistemological Beliefs Questionnaire are in the poor fit category, both seen from the RMSEA and NFI, RFI, IFI, TLI, and CGI. Indicators of Fixed ability, learning effort, Authority, and Certainty Knowledge have good internal consistency, while Authority internal consistency is not good. The variance on the Epistemological belief questionnaire extracted from the indicators is greater for the formation of latent variables.
Keywords: Adaption, Epistemological belief about teaching-learning questionnaire, Preservice physics teacher
Full Text:
PDFReferences
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186. https://doi.org/10.1016/S0959-4752(96)00015-1.
Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x.
Hair JR., Joseph F.; Black, William C.; Babin, Barry J.; Anderson, R. E. (2009). Multivariate Data Analysis (7th Edition). Prentice Hall.
M. Schommer. (1990). Effects of Beliefs About the Nature of Knowledge on Comprehension. Journal of Educational Psychology, 82(3), 498–504. https://doi.org/https://doi.org/10. 1037/0022-0663.82.3.498.
Marsh, H. W., & Hocevar, D. (1985). Application of Confirmatory Factor Analysis to the Study of Self-Concept. First- and Higher Order Factor Models and Their Invariance Across Groups. Psychological Bulletin, 97(3), 562–582. https://doi.org/10.1037/0033-2909.97.3.562
“Multivariate Data Analysis” by Joseph F. Hair. (n.d.). Retrieved March 5, 2021, from https://digitalcommons.kennesaw.edu/facpubs/2925/
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic. https://doi.org/10.1016/B978-012109890-2/50043-3.
Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In B. J. Zimmerman, & D. H. Schunk (Eds.). Handbook of self-regulation of learning and performance (pp. 15–32). New York: Routledge.
Zimmerman, B. J. (2001). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (Eds.). Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–25). (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Refbacks
- There are currently no refbacks.
Copyright (c) 2022
Copyright of the article is reserved by the author(s). Published by the Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Lampung in Collaboration with the Physical Society of Indonesia (since 2019). This article is an open-access article under the Creative Commons non-commercial-share-alike 4.0 International License (CC BY-NC-SA 4.0) license.
