The analysis of construct validity of Indonesian creativity scale using Rasch model
Abstract
This study was conducted to analyze the construct validity of the Indonesian creativity scale developed by the Integrated Services Unit for Guidance and Counseling Services at the Indonesia University of Education, Indonesia. The research sample was 500 elementary school students in Indonesia, with 22 samples in West Java, Indonesia. This study employed a quantitative approach and a descriptive method with a survey design as the research method. Data were analyzed using the Rasch model using Winstep version 5.1.4. The analysis results show that the interaction between respondents and items is included in the very good category. The respondent’s reliability value which shows the consistency of the respondent in filling out the instrument is included in the very good category. The reliability of the instrument shows that it is in the very good category. However, the unidimensionality of the instrument indicates that the instrument is still not perfect for measurement. In addition, four items do not meet the measurement standards, which have a logit value that is greater than the average value after being added to the standard deviation value, and some item which has a bias in the gender category. It is hoped that with the results of this study, the Indonesian creativity scale instrument can be evaluated and developed so that an accurate instrument is obtained in measuring the creativity of elementary school students.
Keyword : creativity, developmentally appropriate practice, elementary student, Indonesian creativity scale, Rasch model
How to Cite
Indihadi, D., Suryana, D., & Ahmad, A. B. (2022). The analysis of construct validity of Indonesian creativity scale using Rasch model. Creativity Studies, 15(2), 560–576. https://doi.org/10.3846/cs.2022.15182
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Dutta, S., Lanvin, B., & Wunsch-Vincent, S. (Eds.). (2020). Global Innovation Index 2020: Who will finance innovation? Cornell University, INSEAD, and the World Intellectual Property Organization.
Engelhard, Jr. G., & Wind, S. A. (2018). Invariant measurement with raters and rating scales: Rasch models for rater-mediated assessments. Routledge. https://doi.org/10.4324/9781315766829
Fisher, Jr. W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transactions, 21, 1095.
Fuchs-Beauchamp, K. D., Karnes, M. B., & Johnson, L. J. (1993). Creativity and intelligence in preschoolers. Gifted Child Quarterly, 37(3), 113–117. https://doi.org/10.1177/001698629303700303
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Higgins, G. E. (2007). Examining the original Grasmick scale: A Rasch model approach. Criminal Justice and Behavior, 34(2), 157–178. https://doi.org/10.1177/0093854806290071
Kowsar, K. S. Sh., & Mukherjee, S. (2021). Recreating Hamlet: Creativity of Vishal Bhardwaj in Haider. Creativity Studies, 14(1), 90–98. https://doi.org/10.3846/cs.2021.11556
Linacre, J. M. (1998). Detecting multidimensionality: Which residual data-type works best? Journal of Outcome Measurement, 2(3), 266–283.
Linacre, J. M. (2000). Fit diagnosis: Infit outfit mean-square standardized. https://www.winsteps.com/winman/misfitdiagnosis.htm
Long, B. H., & Henderson, E. H. (1965). Opinion formation and creativity in elementary school children. Psychological Reports, 17(1), 219–223. https://doi.org/10.2466/pr0.1965.17.1.219
Mellenbergh, G. J. (1989). Item bias and Item response theory. International Journal of Educational Research, 13(2), 127–143. https://doi.org/10.1016/0883-0355(89)90002-5
Mohamad, M. M., Sulaiman, N. L., Sern, L. Ch., & Salleh, K. M. (2015). Measuring the validity and reliability of research instruments. Procedia – Social and Behavioral Sciences, 204, 164–171. https://doi.org/10.1016/j.sbspro.2015.08.129
Muslihin, H. Y., Suryana, D., Ahman, A., Suherman, U., & Hayati Dahlan, T. (2022). Analysis of the reliability and validity of the self-determination questionnaire using Rasch Model. International Journal of Instruction, 15(2), 207–222. https://doi.org/10.29333/iji.2022.15212a
Nurhudaya, N., Taufik, A., Sakti Yudha, E., & Suryana, D. (2019). The Raven’s advanced progressive matrices in education assessment with a Rasch Analysis. Universal Journal of Educational Research, 7(9), 1996–2002. https://doi.org/10.13189/ujer.2019.070921
Pallant, J. F., & Tennant, A. (2007). An introduction to the Rasch measurement model: An example using the hospital anxiety and depression scale (HADS). British Journal of Clinical Psychology, 46(1), 1–18. https://doi.org/10.1348/014466506X96931
Quiñones-Gómez, J. C. (2021). Creativity forward: A framework that integrates data analysis techniques to foster creativity within the creative process in user experience contexts. Creativity Studies, 14(1), 51–73. https://doi.org/10.3846/cs.2021.12933
Reddy, L. A., Fabiano, G. A., & Dudek, Ch. M. (2013). Concurrent validity of the classroom strategies scale for elementary school – observer form. Journal of Psychoeducational Assessment, 31(3), 258–270. https://doi.org/10.1177/0734282912462829
Rhoten, D., O’Connor, E., & Hackett, E. J. (2009). The act of collaborative creation and the art of integrative creativity: Originality, disciplinarity and interdisciplinarity. Thesis Eleven, 96(1), 83–108. https://doi.org/10.1177/0725513608099121
Runco, M. A. (1993). Operant theories of insight, originality, and creativity. American Behavioral Scientist, 37(1), 54–67. https://doi.org/10.1177/0002764293037001006
Sen, A. K., & Hagtvet, K. A. (1993). Correlations among creativity, intelligence, personality, and academic achievement. Perceptual and Motor Skills, 77(2), 497–498. https://doi.org/10.2466/pms.1993.77.2.497
Shah, J. J., Smith, S. M., & Vargas-Hernandez, N. (2003). Metrics for measuring ideation effectiveness. Design Studies, 24(2), 111–134. https://doi.org/10.1016/S0142-694X(02)00034-0
Sisk, D. A. (2014). Optimizing creativity. Gifted Education International, 30(2), 148–159. https://doi.org/10.1177/0261429413481124
Smiley, J. (2015). Classical test theory or Rasch: A personal account from a novice user. Shiken, 19(1), 16–29.
Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal: Practice and Research, 55(3), 139–154. https://doi.org/10.1037/1061-4087.55.3.139
Stout, J. L., Gorton, III G. E., Novacheck, T. F., Bagley, A. M., Tervo, R. C., Bevans, K., & Tucker, C. A. (2012). Rasch analysis of items from two self-report measures of motor function: Determination of item difficulty and relationships with children’s ability levels. Developmental Medicine and Child Neurology, 54(5), 443–450. https://doi.org/10.1111/j.1469-8749.2012.04231.x
Tennant, A., McKenna, S. P., & Hagell, P. (2004). Application of Rasch analysis in the development and application of quality of life instruments. Value in Health, 7(S1), 22–26. https://doi.org/10.1111/j.1524-4733.2004.7s106.x
Ul Hassan, M., & Miller, F. (2022). Discrimination with unidimensional and multidimensional Item response theory models for educational data. Communications in Statistics: Simulation and Computation, 51(6), 2992–3012. https://doi.org/10.1080/03610918.2019.1705344
Wilson, H. E. (2007). Creative problem solving kit. Journal for the Education of the Gifted, 31(1), 110–116. https://doi.org/10.4219/jeg-2007-515
Yamaoka, A., & Yukawa, Sh. (2020). Does mind wandering during the thought incubation period improve creativity and worsen mood? Psychological Reports, 123(5), 1785–1800. https://doi.org/10.1177/0033294119896039
Yasin, R. M., Nur Yunus, F. A., Che Rus, R., Ahmad, A., & Bekri Rahim, M. (2015). Validity and reliability learning transfer item using Rasch measurement model. Procedia – Social and Behavioral Sciences, 204, 212–217. https://doi.org/10.1016/j.sbspro.2015.08.143
Zosh, J. M., Hirsh-Pasek, K., Michnick Golinkoff, R., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In R. A. Beghetto & B. Sriraman (Eds.), Creativity theory and action in education. Vol. 1. Creative contradictions in education: Cross disciplinary paradoxes and perspectives (pp. 165–180). Springer. https://doi.org/10.1007/978-3-319-21924-0_10
Andrich, D. (1988). Quantitative applications in the socials sciences. Rasch models for measurement. A Sage University Paper No. 68. Sage Publications, Inc. https://doi.org/10.4135/9781412985598
Bond, T. G., & Fox, Ch. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences. Routledge.
Boone, W. J., Staver, J. R., & Yale, R. S. (2014). Rasch analysis in the human sciences. Springer Science+Business Media. https://doi.org/10.1007/978-94-007-6857-4
Braslauskas, J. (2021). Developing intercultural competences and creativity: The foundation for successful intercultural communication. Creativity Studies, 14(1), 197–217. https://doi.org/10.3846/cs.2021.14583
Chakrabarti, A., & Bligh, Th. P. (1994). An approach to functional synthesis of solutions in mechanical conceptual design. Part I: Introduction and knowledge representation. Research in Engineering Design, 6, 127–141. https://doi.org/10.1007/BF01607275
Chiu, F.-Ch., Hsu, Ch.-Ch., Lin, Y.-N., Liu, Ch.-H., Chen, H.-Ch., & Lin, Ch.-H. (2019). Effects of creative thinking and its personality determinants on negative emotion regulation. Psychological Reports, 122(3), 916–943. https://doi.org/10.1177/0033294118775973
Departemen Pendidikan Nasional. (2008). Penataan Pendidikan Profesional Konselor dan Layanan Bimbingan dan Konseling dalam Jalur Pendidikan Formal. Departemen Pendidikan Nasional.
Dreu, de C. K. W., Nijstad, B. A., & Baas, M. (2011). Behavioral activation links to creativity because of increased cognitive flexibility. Social Psychological and Personality Science, 2(1), 72–80. https://doi.org/10.1177/1948550610381789
Du, Y., Xie, L., An Zhong, J., Zou, H., Law, R., & Yan, X. (2019). Creativity fostering teacher behavior on student creative achievement: Mediation of intrinsic motivation and moderation of openness to experience. School Psychology International, 40(5), 525–542. https://doi.org/10.1177/0143034319868271
Duruturk, N., Tonga, E., Gabel, Ch. Ph., Acar, M., & Tekindal, A. (2015). Cross-cultural adaptation, reliability and validity of the Turkish version of the lower limb functional index. Disability and Rehabilitation, 37(26), 2439–2444. https://doi.org/10.3109/09638288.2015.1024342
Dutta, S., Lanvin, B., & Wunsch-Vincent, S. (Eds.). (2020). Global Innovation Index 2020: Who will finance innovation? Cornell University, INSEAD, and the World Intellectual Property Organization.
Engelhard, Jr. G., & Wind, S. A. (2018). Invariant measurement with raters and rating scales: Rasch models for rater-mediated assessments. Routledge. https://doi.org/10.4324/9781315766829
Fisher, Jr. W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transactions, 21, 1095.
Fuchs-Beauchamp, K. D., Karnes, M. B., & Johnson, L. J. (1993). Creativity and intelligence in preschoolers. Gifted Child Quarterly, 37(3), 113–117. https://doi.org/10.1177/001698629303700303
Gasser, C. E., Larson, L. M., & Borgen, F. H. (2007). Concurrent validity of the 2005 strong interest inventory: An examination of gender and major field of study. Journal of Career Assessment, 15(1), 23–43. https://doi.org/10.1177/1069072706294516
Glăveanu, V. P. (2010). Paradigms in the study of creativity: Introducing the perspective of cultural psychology. New Ideas in Psychology, 28(1), 79–93. https://doi.org/10.1016/j.newideapsych.2009.07.007
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. https://doi.org/10.1037/h0063487
Guilford, J. P. (1962). Potentiality for creativity. Gifted Child Quarterly, 6(3), 87–90. https://doi.org/10.1177/001698626200600307
Guilford, J. P. (1959). Traits of creativity. In H. H. Anderson (Ed.), Creativity and its cultivation (pp. 142–161). Harper & Row.
Higgins, G. E. (2007). Examining the original Grasmick scale: A Rasch model approach. Criminal Justice and Behavior, 34(2), 157–178. https://doi.org/10.1177/0093854806290071
Kowsar, K. S. Sh., & Mukherjee, S. (2021). Recreating Hamlet: Creativity of Vishal Bhardwaj in Haider. Creativity Studies, 14(1), 90–98. https://doi.org/10.3846/cs.2021.11556
Linacre, J. M. (1998). Detecting multidimensionality: Which residual data-type works best? Journal of Outcome Measurement, 2(3), 266–283.
Linacre, J. M. (2000). Fit diagnosis: Infit outfit mean-square standardized. https://www.winsteps.com/winman/misfitdiagnosis.htm
Long, B. H., & Henderson, E. H. (1965). Opinion formation and creativity in elementary school children. Psychological Reports, 17(1), 219–223. https://doi.org/10.2466/pr0.1965.17.1.219
Mellenbergh, G. J. (1989). Item bias and Item response theory. International Journal of Educational Research, 13(2), 127–143. https://doi.org/10.1016/0883-0355(89)90002-5
Mohamad, M. M., Sulaiman, N. L., Sern, L. Ch., & Salleh, K. M. (2015). Measuring the validity and reliability of research instruments. Procedia – Social and Behavioral Sciences, 204, 164–171. https://doi.org/10.1016/j.sbspro.2015.08.129
Muslihin, H. Y., Suryana, D., Ahman, A., Suherman, U., & Hayati Dahlan, T. (2022). Analysis of the reliability and validity of the self-determination questionnaire using Rasch Model. International Journal of Instruction, 15(2), 207–222. https://doi.org/10.29333/iji.2022.15212a
Nurhudaya, N., Taufik, A., Sakti Yudha, E., & Suryana, D. (2019). The Raven’s advanced progressive matrices in education assessment with a Rasch Analysis. Universal Journal of Educational Research, 7(9), 1996–2002. https://doi.org/10.13189/ujer.2019.070921
Pallant, J. F., & Tennant, A. (2007). An introduction to the Rasch measurement model: An example using the hospital anxiety and depression scale (HADS). British Journal of Clinical Psychology, 46(1), 1–18. https://doi.org/10.1348/014466506X96931
Quiñones-Gómez, J. C. (2021). Creativity forward: A framework that integrates data analysis techniques to foster creativity within the creative process in user experience contexts. Creativity Studies, 14(1), 51–73. https://doi.org/10.3846/cs.2021.12933
Reddy, L. A., Fabiano, G. A., & Dudek, Ch. M. (2013). Concurrent validity of the classroom strategies scale for elementary school – observer form. Journal of Psychoeducational Assessment, 31(3), 258–270. https://doi.org/10.1177/0734282912462829
Rhoten, D., O’Connor, E., & Hackett, E. J. (2009). The act of collaborative creation and the art of integrative creativity: Originality, disciplinarity and interdisciplinarity. Thesis Eleven, 96(1), 83–108. https://doi.org/10.1177/0725513608099121
Runco, M. A. (1993). Operant theories of insight, originality, and creativity. American Behavioral Scientist, 37(1), 54–67. https://doi.org/10.1177/0002764293037001006
Sen, A. K., & Hagtvet, K. A. (1993). Correlations among creativity, intelligence, personality, and academic achievement. Perceptual and Motor Skills, 77(2), 497–498. https://doi.org/10.2466/pms.1993.77.2.497
Shah, J. J., Smith, S. M., & Vargas-Hernandez, N. (2003). Metrics for measuring ideation effectiveness. Design Studies, 24(2), 111–134. https://doi.org/10.1016/S0142-694X(02)00034-0
Sisk, D. A. (2014). Optimizing creativity. Gifted Education International, 30(2), 148–159. https://doi.org/10.1177/0261429413481124
Smiley, J. (2015). Classical test theory or Rasch: A personal account from a novice user. Shiken, 19(1), 16–29.
Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal: Practice and Research, 55(3), 139–154. https://doi.org/10.1037/1061-4087.55.3.139
Stout, J. L., Gorton, III G. E., Novacheck, T. F., Bagley, A. M., Tervo, R. C., Bevans, K., & Tucker, C. A. (2012). Rasch analysis of items from two self-report measures of motor function: Determination of item difficulty and relationships with children’s ability levels. Developmental Medicine and Child Neurology, 54(5), 443–450. https://doi.org/10.1111/j.1469-8749.2012.04231.x
Tennant, A., McKenna, S. P., & Hagell, P. (2004). Application of Rasch analysis in the development and application of quality of life instruments. Value in Health, 7(S1), 22–26. https://doi.org/10.1111/j.1524-4733.2004.7s106.x
Ul Hassan, M., & Miller, F. (2022). Discrimination with unidimensional and multidimensional Item response theory models for educational data. Communications in Statistics: Simulation and Computation, 51(6), 2992–3012. https://doi.org/10.1080/03610918.2019.1705344
Wilson, H. E. (2007). Creative problem solving kit. Journal for the Education of the Gifted, 31(1), 110–116. https://doi.org/10.4219/jeg-2007-515
Yamaoka, A., & Yukawa, Sh. (2020). Does mind wandering during the thought incubation period improve creativity and worsen mood? Psychological Reports, 123(5), 1785–1800. https://doi.org/10.1177/0033294119896039
Yasin, R. M., Nur Yunus, F. A., Che Rus, R., Ahmad, A., & Bekri Rahim, M. (2015). Validity and reliability learning transfer item using Rasch measurement model. Procedia – Social and Behavioral Sciences, 204, 212–217. https://doi.org/10.1016/j.sbspro.2015.08.143
Zosh, J. M., Hirsh-Pasek, K., Michnick Golinkoff, R., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In R. A. Beghetto & B. Sriraman (Eds.), Creativity theory and action in education. Vol. 1. Creative contradictions in education: Cross disciplinary paradoxes and perspectives (pp. 165–180). Springer. https://doi.org/10.1007/978-3-319-21924-0_10