Construct validation of a mathematical disposition instrument using exploratory factor analysis (EFA)

Abstract

The classroom learning process is inseparable from student assessment activities, which include cognitive, affective, and psychomotor aspects. Mathematical disposition, as one of the essential components of the affective domain, plays a significant role in supporting students’ success in learning mathematics. Given its importance in enhancing engagement, motivation, and learning outcomes, a valid and reliable instrument is required to measure it accurately. This study aims to conduct construct validation of a mathematical disposition instrument. A quantitative method was employed using Exploratory Factor Analysis (EFA) to demonstrate the construct validity and reliability of the assessment tool. The instrument was developed based on four main aspects synthesized from various theoretical frameworks and previous studies, namely (1) confidence, (2) persistence and perseverance, (3) interest and curiosity, and (4) flexible thinking. The instrument was administered to 440 respondents across four senior high schools in Pekalongan City, Central Jawa, Indonesia. The empirical data were analyzed using the R software to obtain the EFA results. The findings show that the instrument demonstrated excellent sampling adequacy, with a KMO value of 0.874 and a significant Bartlett’s Test of Sphericity (p = 0.000), indicating that the data met the requirements for factor analysis. The EFA results yielded four main factors with a total explained variance of 46.460% after rotation, namely Affective Engagement in Mathematics, Flexible Mathematical Problem-Solving, Mathematics Avoidance and Helplessness, and Self-Regulated Mathematics Learning. Based on these findings, the mathematical disposition instrument is considered valid and appropriate for accurately and comprehensively assessing senior high school students’ mathematical disposition.