KnE Social Sciences

Published date: Apr 18 2025

Journal Title: KnE Social Sciences

Issue title: The 7th International Conference on Education and Social Science Research (ICESRE)

Pages: 143 - 151

DOI: 10.18502/kss.v10i9.18477

Danang Pujo Brotodanang_pb@student.uns.ac.idIlmu Keolahragaan, Universitas Sebelas Maret, 57126,

Agus KristiyantoPendidikan Jasmani Kesehatan, Universitas Sebelas Maret, 57126

Joko NurkamtoPendidikan Bahasa Inggris, Universitas Sebelas Maret, 57126

Yudanto ‎ Departemen Pendidikan Olahraga, Universitas Negeri Yogyakarta, 55281

This study aims to evaluate the content validity of the empathy questionnaire instrument developed to measure empathy among upper elementary school students aged 10–11 in physical education, specifically in handball. The content validity of the instrument was tested using the Aiken index, involving five expert lecturers as evaluators. The experts assessed the relevance and adequacy of the instrument items using a Likert scale with four response options (1–4). The analysis results showed that all instrument items had Aiken values ranging from 0.87 to 1, indicating validity.

Items with the highest Aiken value (1) indicated that these items were considered very valid by all experts. Conversely, items with the lowest Aiken value (0.87) still exceeded the minimum threshold accepted for content validity, leading to the conclusion that this instrument is suitable for use without significant revisions. Thus, these instruments can be considered valid and relevant for measuring student empathy in physical education. This study suggests that the use of this empathy questionnaire instrument can accurately evaluate the aspects of empathy being measured and make a significant contribution to the development of students’ empathy through sports learning. Furthermore, this instrument can be implemented in broader research to validate the results and support the development of empathy in physical education.

Keywords: empathy, content validity, Aiken index, physical education, empathy instrument

[1] Aiken LR. Psychological Testing and Assessment. 6th ed. Allyn and Bacon; 1985.

[2] Arikunto S. Prosedur Penelitian: Suatu Pendekatan Praktik (Edisi Revisi). Rineka Cipta; 2016.

[3] Azwar S. Reliabilitas dan Validitas. Yogyakarta: Pustaka Pelajar; 1995.

[4] Baron-Cohen S. The Science of Evil: On Empathy and the Origins of Cruelty. Basic Books; 2011.

[5] Elias MJ, Weissberg RP. Primary prevention: educational approaches to enhance social and emotional learning. Journal of School Health. 2000;70(5):186–90.

[6] Fahmina SS, Masykuri M, Ramadhani DG, Yamtinah S. Content validity uses Rasch model on computerized testlet instrument to measure chemical literacy capabilities. Journal of Physics: Conference Series. 2019;1157(2):022097.

[7] Gini G, Albiero P, Benelli B, Altoè G. (2007). Does empathy predict adolescents’ bullying and defending behavior? Aggressive Behavior. 2007;33(5):467–76.

[8] Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 37 Tahun 2018 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah. Kementerian Pendidikan dan Kebudayaan.

[9] Jolliffe D, Farrington DP. Examining the relationship between low empathy and bullying. Aggressive Behavior. 2006;32(6):540–50.

[10] Mohamad, M. M., Sulaiman, N. L., Sern, L. C., & Salleh, K. M. (2015). Measuring the validity and reliability of research instruments. Procedia- Social and Behavioral Sciences. 2015;204:164–71.

[11] Pandawa RM, Ridwan A, Mahdiyah. (2021). Analysis of the instrument content validity using the Aiken Index on disaster nursing competency assessment. Journal of Nursing Practice, 4(1), 45-52.

[12] Retnawati, H. (2016). Proving content validity of self-regulated learning scale (The comparison of Aiken index and expanded Gregory index). Research and Evaluation in Education. 2016;2(2):155–64.