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Vol.14, No.1, February 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Development and Validation of the STEM-DT Instrument: A Confirmatory Factor Analysis for Assessing Readiness STEM and Design Thinking Competencies
Marheny Lukitasari, Ivayuni Listiani, Sri Utami, Irwandi Irwandi, Akhmad Sukri, Rusdi Hasan, Angelica O. Cortez
© 2025 Marheny Lukitasari, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 1, Pages 836-847, ISSN 2217-8309, DOI: 10.18421/TEM141-74, February 2025.
Received: 19 August 2024. Revised: 21 January 2025.
Abstract:
This research aims to develop and assess the STEM-DT instrument's validity, reliability, and external validity through small-scale implementation. The development process entailed three stages: literature review, expert validation, and small-scale trials. The research sample comprised 603 current and prospective teachers in a teacher professional program. The research findings indicated that the STEM-DT instrument effectively captured three key dimensions: identification and development of learning needs, innovation and collaboration in learning, and implementation and evaluation of integrated learning. These dimensions were supported by both exploratory and confirmatory factor analyses, demonstrating strong construct validity and an overall good model fit. The external validity assessment revealed that the instrument was able to differentiate STEM-DT abilities across diverse demographic groups. Gender differences were observed, with women showing a higher proficiency in STEM-DT abilities than men. Additionally, the study found that STEM-DT abilities varied with age, with older participants exhibiting stronger competencies than their younger counterparts. These findings underscore the instrument's robustness in measuring STEM-DT capabilities and its sensitivity to demographic variations, highlighting its potential utility in diverse educational contexts.
Keywords – STEM, CSTEM-DT, EFA, CFA, design thinking. |
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