Finding a suitable model for measuring student engagement of high school students in an Indonesian language subject

This study looks at the model fit and the validity and reliability of the student engagement measurement tool for high school students learning Indonesian. This study uses a quantitative approach. The population of this research is high school students in Bandung and its surroundings aged 15-18 years in class X-XII who take Indonesian subjects. The sampling technique used in this study used a non-probability sampling technique. In this study, the number of samples used in the validity and reliability test was 200 high school students in Bandung and its surroundings. The variables in this study used student engagement in high school students in Bandung. The student engagement used is behavioral engagement, emotional engagement, behavioral disaffection, and emotional disaffection. Based on the analysis of this research model fit, it follows the CFA analysis requirements. The student engagement scale has a validity of 0.5 and has 24 valid items with the reliability of each dimension, namely behavioral engagement =0.89, behavioral disaffection =0.897, emotional engagement =0.918, and emotional disaffection =0.927. The operational definition of student engagement is the participation of students who are emotionally and behaviorally involved in Indonesian language subjects in class. Aspects of student engagement are Behavioral engagement, students' efforts to be actively involved (listening to the teacher, paying attention to the teacher, actively discussing) when studying in Indonesian language lessons. Behavioral disaffection is passivity and negative behaviors shown by students (annoying friends, chatting, not paying attention) in learning Indonesian in the classroom. Emotional engagement is students' positive emotional responses (happiness, excitement, interest) shown by students involved in learning Indonesian lessons in class. Emotional disaffection is a negative emotional response (being frustrated, annoyed, bored, unhappy) shown by students involved in learning Indonesian lessons in class. The number of items in this measuring tool is adapted through a student engagement measurement tool developed by Skinner in the journal Engagement vs. Disaffection . The adaptation stages of the student engagement measurement tool using TRAPD consist of translation, review, adjunction, pretesting, and documentation (Harkness, 2003). The translation is the stage where experts translate the measuring instrument. A review is a study carried out by an expert to assess the results of the translation of measuring instruments. Adjunction is a stage to assess the measuring instrument. Pretesting is the stage where the measuring instrument is tested on the respondent to determine whether or not the sentence has been understood. The last step is documentation which is collecting quantitative data to assist reporting. At the translation stage, the researcher translated the measuring instrument using forward-backward translation . After going through the translation stage, the researcher conducted a review and adjunction simultaneously by expert judgment. After getting the results from the review and adjunction stages, the researchers tested the measuring instrument on the respondents according to the high school students' criteria. In the documentation stage, the researcher attached the results of the measuring instrument testing in the form of quantitative results from the validity and reliability of the measuring instrument. The measurement scale that the researcher used in the questionnaire was a Likert scale involving "always,"