kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.10LURKREkvmolur-126Research ArticleСтатьиИспользование эксплораторного факторного анализа для проверки шкалы самостоятельного обучения студентов в ИндонезииUsing Exploratory Factor Analysis to Validate Students’ Independence Learning Scale in Indonesiahttps://orcid.org/0000-0003-1029-9619ВинартиВ.WinartiW.

Винарти Винарти

Джокьякарта

Winarti Winarti

Yogyakarta

winarti@uin-suka.ac.idhttps://orcid.org/0000-0001-7487-1472ТомпонгБ. Н. Кр. Дж.TompongB. N. Kr. J.

Баюк Нусантара Кр. Дж. Томпонг

Джокьякарта

Bayuk Nusantara Kr. J. Tompong

Yogyakarta

bayuknusantara@gmail.comhttps://orcid.org/0000-0001-8192-7462ДевиЛ. Р.DewiL. R.

Латифа Розиана Деви

Джокьякарта

Lathifa Rosiana Dewi

Yogyakarta

lathifarosianadewi@gmail.comГосударственный исламский университет им. Сунана КалиджагаИндонезияUniversitas Islam Negeri Sunan KalijagaIndonesiaДжокьякартский государственный университетИндонезияUniversitas Negeri YogyakartaIndonesiaСредняя школа № 3 СлеманИндонезияJunior High School of 3 SlemanIndonesia202403102025194119132Copyright © Винарти В., Томпонг Б., Деви Л., 20252025Винарти В., Томпонг Б., Деви Л.Winarti W., Tompong B., Dewi L.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/126

Преимущества и важность самостоятельного обучения весьма значительны. В связи с этим необходимо создать инструмент самостоятельного обучения для студентов университетов. В данном исследовании построена новая шкала для измерения независимости студентов, объединяющая теории саморегулируемого обучения для лучшего понимания и поддержки автономного поведения в образовании. Создание этого инструмента проходило в несколько этапов: обзор литературы, первоначальный проект, первая апробация, пересмотр и окончательный вариант. Чтобы продемонстрировать валидность, был применен эксплораторный факторный анализ (EFA). Опросник получили 436 респондентов – индонезийских студентов, посещающих онлайн-занятия. Возраст респондентов варьировался от 17 до 29 лет, в основном это первокурсники. Через Google Forms они получили шкалу независимого обучения. Согласно результатам опроса, 29 из 34 элементов предложенной шкалы были признаны достоверными. В основе этого инструмента лежат три фактора: планирование, ответственность студента и самооценка. Педагоги могут использовать валидированную шкалу для разработки мероприятий, способствующих развитию самостоятельности учащихся в обучении, адаптируя стратегии обучения на основе индивидуальных или групповых оценок. Для того чтобы определить, одинаковы ли показатели надежности и валидности, особенно соответствие модели разным группам населения, будущие исследователи должны провести как можно больше валидаций.

The advantages of learning to be independent are significant. As a result, creating an independent learning instrument for university students is necessary. This study constructs a new scale for measuring student independence, integrating theories of self-directed learning to better understand and support autonomous educational behaviors. Several phases were involved in the creation of this instrument: a review of the literature, an initial draft, a first trial, revisions, and a final draft. To demonstrate the validity, exploratory factor analysis (EFA) was employed. 436 respondents who were Indonesian students taking online classes received the questionnaire immediately. Ages of the respondents ranged from 17 to 29. They are mostly freshmen. Through Google Form, they received an independent learning scale. 29 of the 34 elements were found to be genuine and credible, according to the results. This tool was based on three factors: planning, student responsibility, and self-evaluation. Educators can use the validated scale to tailor interventions that foster students' learning independence, adapting teaching strategies based on individual or group assessments. In order to determine whether the reliability and validity patterns, particularly the model fit, are the same across different populations, future researchers must perform as many validations as they can.

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The authors declare that there are no conflicts of interest present.