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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) · pp. 120–124

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

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 84 co-authorship links · 20 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Trisakti
  • Sebelas Maret University
  • Universitas Halu Oleo
  • Sultan Idris Education University
  • Yogyakarta State University
  • IPB University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Gatot Budi SantosoUniversitas Trisakti2
Fiqih Hana SaputriUniversitas Trisakti1
Leni MuslimahUniversitas Trisakti1
Raden Davin RizkiUniversitas Trisakti1
Nurizka KhoeraniAffiliation unknown1
Syandra SariAffiliation unknown1
Sudarmin SudarminState University of Semarang1
Erna Noor SavitriState University of Semarang1
Rr. Sri Endang PujiastutiAffiliation unknown1
Haniza Hanim binti Mohd ZaimSultan Idris Education University1
AriyatunAffiliation unknown1
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. RositaAffiliation unknown1
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 YusranAffiliation unknown1
Titiek Kartika HendrastitiAffiliation unknown1
Rahmanta SetiahadiAffiliation unknown1
Siti KusujiartiAffiliation unknown1
Hale Irfan SafrudiAffiliation unknown1
Sri MursitiAffiliation unknown1
Amanah Galih AsihAffiliation unknown1
Marimin MariminIPB University1
Nanik WijayatiState University of Semarang1
Sri Anggini WahyuningsihAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JIPK/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>