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Content Validity Analysis of AKM Reading Literacy Test Instruments on Acid–Base Theory and Equilibrium Using the Aiken’s V Method

Jurnal Inovasi Pendidikan Kimia · Vol. 19 No. 2 (2026) · hlm. 120–124

DOI
10.15294/jipk.v19i2.6046
ISSN
2503-1244, 1979-0503
Terbit
2026-01-22
Penerbit
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang
Bahasa
eng

Abstrak

The quality of educational assessment plays a crucial role in measuring students’ competencies in the 21st century, particularly reading literacy as assessed through the Minimum Competency Assessment (AKM). This study aimed to analyze the content validity of an AKM reading literacy test instrument on acid–base theory and equilibrium using Aiken’s V method. The instrument was developed in accordance with the AKM framework, covering various item formats and cognitive levels, and consisted of 30 test items supported by six contextual reading passages. Content validity was evaluated through expert judgment involving nine validators, comprising five university lecturers and four senior high school chemistry teachers. The validators assessed each item based on six criteria: relevance to content, clarity of item formulation, functionality of answer options, alignment with AKM reading literacy components, appropriateness of completion time, and language accuracy. Quantitative data were analyzed using Aiken’s V formula, while qualitative feedback was used to refine the test items. The results showed that all 30 items obtained Aiken’s V values equal to or exceeding the critical value of 0.71, indicating acceptable content validity. One item demonstrated high validity, while the remaining items exhibited moderate validity. Expert feedback further contributed to improving clarity, contextual accuracy, and alignment with acid–base equilibrium concepts. Overall, the findings confirm that the developed instrument is content-valid and suitable for measuring students’ reading literacy in chemistry. Future research should focus on empirical validation to assess reliability and construct validity.

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40 penulis · 84 tautan kepenulisan bersama · 20 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • State University of Semarang
  • Universitas Trisakti
  • Sebelas Maret University
  • Universitas Halu Oleo
  • Sultan Idris Education University
  • Yogyakarta State University
  • IPB University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Gatot Budi SantosoUniversitas Trisakti2
Fiqih Hana SaputriUniversitas Trisakti1
Leni MuslimahUniversitas Trisakti1
Raden Davin RizkiUniversitas Trisakti1
Nurizka KhoeraniAfiliasi tidak diketahui1
Syandra SariAfiliasi tidak diketahui1
Sudarmin SudarminState University of Semarang1
Erna Noor SavitriState University of Semarang1
Rr. Sri Endang PujiastutiAfiliasi tidak diketahui1
Haniza Hanim binti Mohd ZaimSultan Idris Education University1
AriyatunAfiliasi tidak diketahui1
Miranita KhusniatiState University of Semarang1
SarwantoSebelas Maret University1
ParminState University of Semarang1
Widha SunarnoSebelas Maret University1
Sabar NurohmanYogyakarta State University1
Sarwanto SarwantoSebelas Maret University1
A. RositaAfiliasi tidak diketahui1
Putut MarwotoState University of Semarang1
Agung Tri PrasetyaState University of Semarang1
Mirza PahleviState University of Semarang1
ChristiantiState University of Semarang1
T. SubrotoState University of Semarang1
Hariati LestariUniversitas Halu Oleo1
Renni MeliahsariUniversitas Halu Oleo1
Ramadhan TosepuUniversitas Halu Oleo1
Fithria FithriaUniversitas Halu Oleo1
Sartiah YusranAfiliasi tidak diketahui1
Titiek Kartika HendrastitiAfiliasi tidak diketahui1
Rahmanta SetiahadiAfiliasi tidak diketahui1
Siti KusujiartiAfiliasi tidak diketahui1
Hale Irfan SafrudiAfiliasi tidak diketahui1
Sri MursitiAfiliasi tidak diketahui1
Amanah Galih AsihAfiliasi tidak diketahui1
Marimin MariminIPB University1
Nanik WijayatiState University of Semarang1
Sri Anggini WahyuningsihAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JIPK/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Content Validity Analysis of AKM Reading Literacy Test Instruments on Acid–Base Theory and Equilibrium Using the Aiken’s V Method</dc:title>
	<dc:creator xml:lang="en">Dian Pratiwi</dc:creator>
	<dc:creator xml:lang="en">Sudarmin</dc:creator>
	<dc:creator xml:lang="en">Sri Yamtinah</dc:creator>
	<dc:subject xml:lang="en">AKM Reading Literacy</dc:subject>
	<dc:subject xml:lang="en">Content Validity</dc:subject>
	<dc:subject xml:lang="en">Aiken's V</dc:subject>
	<dc:subject xml:lang="en">Acid-Base Equilibrium</dc:subject>
	<dc:subject xml:lang="en">Chemistry Assessment</dc:subject>
	<dc:description xml:lang="en">The quality of educational assessment plays a crucial role in measuring students’ competencies in the 21st century, particularly reading literacy as assessed through the Minimum Competency Assessment (AKM). This study aimed to analyze the content validity of an AKM reading literacy test instrument on acid–base theory and equilibrium using Aiken’s V method. The instrument was developed in accordance with the AKM framework, covering various item formats and cognitive levels, and consisted of 30 test items supported by six contextual reading passages. Content validity was evaluated through expert judgment involving nine validators, comprising five university lecturers and four senior high school chemistry teachers. The validators assessed each item based on six criteria: relevance to content, clarity of item formulation, functionality of answer options, alignment with AKM reading literacy components, appropriateness of completion time, and language accuracy. Quantitative data were analyzed using Aiken’s V formula, while qualitative feedback was used to refine the test items. The results showed that all 30 items obtained Aiken’s V values equal to or exceeding the critical value of 0.71, indicating acceptable content validity. One item demonstrated high validity, while the remaining items exhibited moderate validity. Expert feedback further contributed to improving clarity, contextual accuracy, and alignment with acid–base equilibrium concepts. Overall, the findings confirm that the developed instrument is content-valid and suitable for measuring students’ reading literacy in chemistry. Future research should focus on empirical validation to assess reliability and construct validity.</dc:description>
	<dc:publisher xml:lang="en">Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-01-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JIPK/article/view/6046</dc:identifier>
	<dc:identifier>10.15294/jipk.v19i2.6046</dc:identifier>
	<dc:source xml:lang="en">Jurnal Inovasi Pendidikan Kimia; Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia; 120-124</dc:source>
	<dc:source>2503-1244</dc:source>
	<dc:source>1979-0503</dc:source>
	<dc:source>10.15294/jipk.v19i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JIPK/article/view/6046/8230</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Inovasi Pendidikan Kimia</dc:rights>
</oai_dc:dc>