Validity Test of the Indonesian Version of the Multicultural Attitude Scale (Masque) Questionnaire Using the Rasch Model

Article Sidebar

PDF
Published: Aug 31, 2023
DOI: https://doi.org/10.28932/humanitas.v7i2.7420
Keywords:
Sikap Multikulturalisme, Multikulturalisme, MASQUE, Model Rasch Multuculturalism Attitude, Multiculturalism, MASQUE, Model Rasch

Main Article Content

Livia Tanujaya
Fakultas Psikologi, Universitas Surabaya, Surabaya, Indonesia
Ananta Yudiarso
Fakultas Psikologi, Universitas Surabaya, Surabaya, Indonesia

Abstract

Indonesia is a multicultural country that refers to the diversity of tribes, races, religions and beliefs. This study aims to enrich the development findings by providing psychometric information on the Munroe Multicultural Attitude Scale Questionnaire (MASQUE) using the Model Rasch perspective. This also introduces the application of the Model Rasch in analyzing the validity of the Munroe Multicultural Attitude Scale Questionnaire (MASQUE). This instrument has three aspects, namely (1) Knowledge, (2) Concern, and (3) Action and has a total of 18 items. Respondents used in this study were 210 students who were taken using simple random sampling method. The results of data analysis using the Model Rasch show that the Indonesian version of the MASQUE instrument has items that are fit and have quite a variety of item difficulty levels, but adjustments need to be made in order to facilitate a more varied personability and items that are spread out in more appropriate aspects.

Downloads

Download data is not yet available.

Article Details

How to Cite
Tanujaya, L., & Yudiarso, A. (2023). Validity Test of the Indonesian Version of the Multicultural Attitude Scale (Masque) Questionnaire Using the Rasch Model. Humanitas (Jurnal Psikologi), 7(2), 139–150. https://doi.org/10.28932/humanitas.v7i2.7420
Issue
Vol. 7 No. 2 (2023)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

Abdullah, N., Noranee, S., & Khamis, M. R. (2017). The use of Rasch wright map in assessing conceptual understanding of electricity. Pertanika Journal of Social Sciences and Humanities, 25(S), 81–88.

Azizah, A., & Wahyuningsih, S. (2020). Penggunaan Model Rasch Untuk Analisis Instrumen Tes Pada Mata Kuliah Matematika Aktuaria. JUPITEK: Jurnal Pendidikan Matematika, 3(1), 45–50. https://doi.org/10.30598/jupitekvol3iss1pp45-50

Briggs, D. C. (2019). Interpreting and visualizing the unit of measurement in the Rasch Model. Measurement: Journal of the International Measurement Confederation, 146, 961–971. https://doi.org/10.1016/j.measurement.2019.07.035

Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206

Cobb, C. L., Lilienfield, S. O., Schwartz, S. J., Frisby, C., & Sanders, G. L. (2020). Rethinking Multiculturalism: Toward a Balanced Approach. American Journal of Psychology, 133(3), 275–293. https://doi.org/10.5406/amerjpsyc.133.3.0275

Gebeyehu, D. (2022). A Focus on Banks’ Multicultural Education and Global Citizens. Academia Letters, January, 1–3. https://doi.org/10.20935/al4529

Hagquist, C., & Andrich, D. (2017). Recent advances in analysis of differential item functioning in health research using the Rasch model. Health and Quality of Life Outcomes, 15(1), 1–9. https://doi.org/10.1186/s12955-017-0755-0

Holster, T. A., & Lake, J. (2016). Guessing and the Rasch Model. Language Assessment Quarterly, 13(2), 124–141. https://doi.org/10.1080/15434303.2016.1160096

Hoon, C. Y. (2017). Putting Religion into Multiculturalism: Conceptualising Religious Multiculturalism in Indonesia. Asian Studies Review, 41(3), 476–493. https://doi.org/10.1080/10357823.2017.1334761

Munroe, A., & Pearson, C. (2006). The Munroe Multicultural Attitude Scale Questionnaire: A new instrument for multicultural studies. Educational and Psychological Measurement, 66(5), 819–834. https://doi.org/10.1177/0013164405285542

Parker, L. (2017). Intersections of Gender/Sex, Multiculturalism and Religion: Young Muslim Minority Women in Contemporary Bali. Asian Studies Review, 41(3), 441–458. https://doi.org/10.1080/10357823.2017.1332004

Parker, L. (2014). Religious education for peaceful coexistence in Indonesia? South East Asia Research, 22(4), 487–504. https://doi.org/10.5367/sear.2014.0231

Permatasari, I., Milla, M. N., Lestari, S., Yusya, N., Adira, N., & Baswara, B. (2020). Adaptasi alat ukur Munroe Multicultural Attitude Scale Questionnaire versi Indonesia. Jurnal Psikologi Sosial, 18(2), 169–178. https://doi.org/10.7454/jps.2020.17

Pratama, D. (2020). Analisis Kualitas Tes Buatan Guru Melalui Pendekatan Item Response Theory (IRT) Model Rasch. Tarbawy : Jurnal Pendidikan Islam, 7(1), 61–70. https://doi.org/10.32923/tarbawy.v7i1.1187

Setiawati, F. A., Amelia, R. N., Sumintono, B., & Purwanta, E. (2023). Study Item Parameters of Classical and Modern Theory of Differential Aptitude Test: Is it Comparable? European Journal of Educational Research, 12(2), 1097–1107. https://doi.org/10.12973/eu-jer.12.2.1097

Yasin, S. N. T. M., Yunus, M. F. M., & Ismail, I. (2018). The use of rasch measurement model for the validity and reliability. Journal of Counseling and Educational Technology, 1(2), 22. https://doi.org/10.32698/0111

Zarbaliyev, H. (2017). Multiculturalism in Globalization Era: History and Challenge for Indonesia. Journal of Social Studies (JSS), 13(1), 1–16. https://doi.org/10.21831/jss.v13i1.16966