Tesis

Validasi Instrumen Asesmen Refleksi Diri Tertulis Peserta Didik Kedokteran di Indonesia = Validation of Reflective Writing Assessment Instrument among Medical Students in Indonesia.

Pendahuluan: Refleksi diri merupakan komponen penting dalam mengembangkan perilaku profesionalisme peserta didik kedokteran, oleh karena itu institusi perlu menerapkan asesmen yang valid untuk mengukur dan meningkatkan keterampilan berefleksi. Namun demikian sejauh ini belum terdapat instrumen asesmen dengan bukti validitas memadai di Indonesia. Untuk itu penelitian ini bertujuan memvalidasi instrumen asesmen refleksi diri tertulis peserta didik yang diadaptasi dari rubrik oleh Tsingos et al. Metode: Penelitian ini menggunakan desain potong lintang dengan pendekatan kuantitatif. Lima orang panel ahli menelaah instrumen yang telah diterjemahkan dengan forward dan back translation, kemudian 10 orang staf pengajar mengikuti cognitive interview. Setelah itu 12 orang staf pengajar terlibat dalam uji coba instrumen dengan masing-masing menilai 12 esai refleksi peserta didik. Peneliti menganalisis skor intraclass correlation (ICC), koefisien Cronbach’s alpha, dan exploratory factor analysis (EFA). Hasil Penelitian: Pada proses adaptasi instrumen, terdapat penyesuaian istilah “apropriasi” menjadi “internalisasi”. Seluruh komponen penilaian dari instrumen asli disertakan dalam instrumen yang telah diadaptasi. Berdasarkan 144 data penilaian pada uji coba instrumen, skor ICC single measure adalah 0.41 (0.33-0.50) dan average measure 0.89 (0.86-0.92) dengan koefisien Cronbach’s alpha 0.896. Hasil EFA komponen instrumen menunjukkan terdapat 2 faktor terekstraksi dengan tema observasi pengalaman dan pengetahuan serta proses internalisasi. Kesimpulan: Bukti validitas konsistensi internal instrumen yang telah diadaptasi memberikan hasil yang baik. Inter-rater reliability memadai jika penilaian 1 lembar penugasan mahasiswa dinilai oleh 12 orang penilai. Dengan mempertimbangkan kemampulaksanaan, institusi dapat menggunakan instrumen asesmen refleksi diri tertulis untuk peserta didik kedokteran di Indonesia.
Kata Kunci: Validitas, instrumen asesmen, refleksi diri tertulis


Introduction: Self-reflection is a crucial component in developing the professionalism of medical students. Therefore, it’s important for implementing valid assessments instrument to assess and enhance reflection skills. However, there has been no assessment instrument with sufficient evidence of validity in Indonesia. This study aims to validate a written self-reflection assessment instrument for students, adapted from a rubric by Tsingos et al. Methods: This quantitative study uses a cross-sectional design. Five expert panelists reviewed the instrument, which had been translated using forward and backward translation. Then, 10 teaching staff participated in cognitive interviews. Subsequently, 12 teaching staff were involved in the instrument trial, each evaluating 12 student reflection essays. The researchers analyzed intraclass correlation (ICC) scores, Cronbach’s alpha coefficient, and exploratory factor analysis (EFA). Results: In the process of adapting the instrument, the term "appropriation" was adjusted to "internalization." All assessment components from the original instrument were included in the adapted instrument. Based on 144 assessment data points from the instrument trial, the single measure ICC score was 0.41 (0.33-0.50) and the average measure was 0.89 (0.86-0.92), with a Cronbach's alpha coefficient of 0.896. The EFA for the instrument components showed two extracted factors: observation of experience and knowledge, and the internalization process. Conclusion: The internal consistency validity of the adapted instrument provides good results. Inter-rater reliability is adequate when one student’s assignment is evaluated by 12 raters. Considering the feasibility, institutions can use the instrument to assess medical student’s reflective writing in Indonesia.
Keywords: Validity, assessment instrument, reflective writing