38 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 DEVELOPING ATTITUDES ON GLOBAL AWARENESS INSTRUMENT OF SENIOR HIGH SCHOOL’S STUDENTS Aman Abadi Nugraha amanabadi03@gmail.com Founder and Executive Director Youth Leadership Connection (YOULEC Indonesia) Yetti Supriyati Pascasarjana Universitas Negeri Jakarta ABSTRACT This study developed the attitudes on global awareness instrument of senior high school’s students. It used Research and Development (R&D) design which consisted of preliminary phase, product development, and product implementation ( field test). The data were collected from 20 panels, the first phase of field test which consist of 250 students, and the second phase of field test which consist of 265 students . The data were analyzed by using factor analysis with Confirmatory Factor Analysis (CFA) method. The result of this study indicated that the standardized attitudes on global awareness instrument consist of 55 items with cognition, conation, and affection dimension with Composite Reliability (CR) was 0,933 and Variance Extracted (VE) was 0,824. Keywords: attitude, global awareness, the 21st Century Learning, CFA, instrument development INTRODUCTION Every nation needs to realize and synergize with the goal of national education of XXI century (the 21st century), which aims to have a respectable position in the global world, namely through the formation of a society consisting of qualified human resources to implement the goals of the nation (BSNP, 2010: 39). Globalization in the 21st century has had tremendous consequences on almost every aspect of life, including the education sector without exception (Kelly, 2017: 1). In this globalization era, not only the Indonesian people who want a progress or do not want eroded by the change. Other countries, both are preparing. Silence without doing a change in a better direction is not the right solution. The challenge now is the need to have global competitiveness in the midst of such a competitive era, marked by the rapidly growing world of information and the growing world of technology. In this case, roles and awareness need to be sharpened and enhanced. The era of globalization of terms with competition and free information, even has a high risk (Azizy, 2004: 120). In the context of globalization, education must play a role to defend the culture and national identity in the midst of an incessant culture, the rapid development of science and the advancement of the world of technology and information. For teachers, to instill global competencies, such as knowledge, skills, and mindset need to engage in a global environment for all students, teachers themselves must also be prepared (Parkhouse, et al., 2015: 10). In addition, another influence of globalization in the field of education is the need to create educated and skilled educators with skills to deal with the possibilities that can occur in relation to different market contexts (Le, 2014: 17). Global awareness (global aware-ness) is indispensable, and even needs to be outlined as the primary skill of every citizen. Having such capabilities will encourage better inter-state relations, improve the nation's competitiveness in the global world, and maintain the integrity and dignity of the nation. Global mailto:penulis@email.ac.id 39 awareness raises students' ability to work collaboratively with others of different backgrounds, understand and find solutions to global issues, and gain the skills of the 21st century (Crawford & Kirby, 2008: 57). Kirkwood (2004: 57) explains that there are eight components that include global awareness, among others, human trust and the value of global systems, global issues and issues, understanding of cultural differences, awareness of choice, global history, , and the development of analytical, evaluational, and participatory skills. Trilling & Fadel (2009: 186) describes the 21st century educational framework as follows. Figure 1. 21st Century Learning Framework The United Nations Declaration of Human Rights, argues that education must show progress in human personality and strengthen concern for fellow human beings and the principle of freedom. This will advance the understanding, tolerance, and friendship of all countries, races, or religious groups (Izadi, 2012: 79). Global education (global education) is a transcendent education, education whose products are meant to participate in the global market. It is an education that is fostered on a fraternal colony that will encourage the exchange of kindness, service, knowledge, and information (Mary, 2016). There is a need for valid and reliable instruments to measure attitudes toward the global awareness of learners, because learners are an important factor in determining the progress or attractiveness of a country, so it is appropriate if the instrument of attitudes toward global awareness is developed. METHOD This research uses Research and Development (R & D) design which includes preliminary stage, product development, and product implementation (pilot). In the preliminary stage, the need analysis of the instrument of attitudes toward global 40 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 awareness of high school students is to answer how important the instrument is to be developed. In the product development phase, a review of attitude constructs on global high school students awareness, development of indicators and indicators, grid preparation, statement preparation, and assessment by 20 panelists. Meanwhile, in the implementation phase of the product (pilot), the first phase of the test involving 250 high school students and the second phase of testing involving 265 high school students. Data analysis technique used in this research is factor analysis with Confirmatory Factor Analysis (CFA) method. Azwar (2012: 121) explains that in the factor analysis dike- nal two procedures based on a slightly different mind base of exploration-tory factor analysis (EFA) and confirma-tory factor analysis (CFA). EFA verify the number of dimensions underlying factors and the relationship pattern between grains with factor loading. Watkins (1989: 688) explains that recent developments have introduced confirmatory factor analysis (CFA) that has a primacy as a procedure in testing hypotheses. Using this method, the researcher can establish an analytical model, test the possibility of fit data, and compare the model according to the good-ness of fit measure. DiStefano & Hess (2005: 225) explains that CFAs are used to evaluate latent structures that have been developed previously and built on theoretical basis. RESULT AND DISCUSSION Based on the validation result by 4 experts and 20 panelists, it was found that 75 points of statement originally developed on the instrument of attitude towards global awareness as a whole is valid according to the calculation of Aiken's validity coefficient while the interrater reliability coefficient is 0.901 according to the coefficient ratio Hoyt's reliability. With these results, 75 items that have been validated by experts and panelists can proceed to the first phase of empirical trials. Is used to analyze inter-relationship between variables and to explore factor structure, then the fit size of the model is tested using CFA (Wipula- nusat, Panuwatwanich & Stewart, 2017: 58). To develop the instrument, more conventional tyrosine procedures are used, since the CFA in the process of instrument development is tested of the latent structure of an instrument, where CFA is used to. The test respondents involved in the first pilot phase were 250 high school students. At this stage, the attitude insight toward global awareness consists of 19 indicators spread in 3 dimenasi and contains 75 items of statement. The result of instrument attitude modification to global awareness through second order CFA test in first phase trial is presented in Table1. Table 1. Goodness of Fit Instruments Attitudes to Global Awareness in High School Students through First-Stage Empirical Validaton No Goodness of Fit Score Decision 1 Chi-Square 6059,471 Unfulfilled 2 Probability 0,00 Unfulfilled 3 RMSEA 0,071 Fulfilled 4 RMSR 0,075 Fulfilled 5 NFI 0,833 Unfulfilled 41 6 CFI 0,910 Fulfilled 7 IFI 0,910 Fulfilled 8 GFI 0,606 Unfulfilled 9 RFI 0,828 Unfulfilled 10 AGFI 0,584 Unfulfilled 11 PGFI 0,574 Unfulfilled Based on Table 1 above it appears that most of the Good-ness of Fit requirements are not met because the values obtained are still outside the inter-val that it should be, so it says the model is not fit. It can also be shown from the CFA second order diagram based on the standardized solution in Figure 2 and the second order CFA diagram based on the t-value in Figure 3. Based on Figures 2 and 3 it can be seen that there are 8 items of invalid statements with recoil loading factor and t value respectively presented in Table 2. Table 2. Records of Invalid Statement Item In First Stage Empirical Exam Item Item Factor No Loading T-Value T-Table Decision Code Number Score 1 A24 8 0,06 0,93 1,96 Invalid 2 A32 10 0,03 0,38 1,96 Invalid 3 A34 12 0,01 0,20 1,96 Invalid 4 A45 17 0,08 1,14 1,96 Invalid 5 A74 30 0,03 0,43 1,96 Invalid 6 B22 44 0,00 0,07 1,96 Invalid 7 B34 50 0,12 1,75 1,96 Invalid 8 B52 55 0,12 1,83 1,96 Invalid Based on Table 2 above, there are 8 items of statement in the instrument of attitudes toward global awareness that are invalid while 67 other statement items can be declared valid with t-count> t-table value is 1.96 (α = 0,05; df = 2697 ). Because at this stage there is still an invalid statement item and goodness of fit criterion is still not fulfilled it is necessary to modify, that is by eliminating (drop) the eight grains of invalid so it needs to be re-analysis by using analysis of CFA factor. 42 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 Figure 2. CFA Second Order Diagram based on Standardized Solution Of First Empirical Test 43 Figure 3. CFA Second Order Diagram based on T-Value First Empirical Test Results The recapitulation of attitude instrument development result toward global awareness of SPK students in SMA through CFA second order test based on first empirical validity test after revision is presented in Table 3. Table 3. Goodnes of Fit Instrument Attitudes to Global Awareness in High School Students through Empirical Validation First Stage after Revision No Goodness of Fit Cut of Value Score Decision 1 Chi-Square 4990,362 Unfulfilled 44 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 2 Probability 0,00 Unfulfilled 3 RMSEA 0,0731 Fulfilled 4 RMSR 0,074 Fulfilled 5 NFI 0,908 Fulfilled 6 CFI 0,923 Fulfilled 7 IFI 0,924 Fulfilled 8 GFI 0,916 Fulfilled 9 RFI 0,905 Fulfilled 10 AGFI 0,902 Fulfilled 11 PGFI 0,608 Fulfilled Based on Table 3 above it appears that most of the Goodness of Fit requirements have been met since the values obtained are within the required intervals, so it is said that the model obtained is fit. It can also be shown from the CFA second order diagram based on standardized solution attitude instrument on the global awareness of SPK students in senior high school through first empirical validation after revision in Figure 4 and second order CFA diagram based on t- value of attitude instrument on global awareness of SPK students on level SMA through the first stage empirical validation after the revision in Figure 5. Based on Figures 4 and 5 it can be seen that the 67 items of statement contained in the empirical validity test analysis of the first stage of the attitude instrument to the global awareness of the SPK students at the SMA level after the overall revision have been valid. This is because t-value value of each item of statement has more than t-table value is 1,96 (α = 0,05; df = 2141). As for loading factor loading, std. error, t-value, and R2 of each 67 items statement of attitude instrument toward global awareness of SPK student at high school level after revision is presented in Table 4. Based on Fig. 4, Fig. 5, and Table 4 it appears that the whole grain which is the constructor of the cognition dimension is valid. It can be seen from the t- value of each item is more than t-table value. Similarly, the whole grain constituting the constructor of the con's dimension is valid. It can be seen from the t-value of each item mentioned more than the t-table value. Likewise, the whole grain constituting the constructor of the affection dimension is valid. It can be seen from the t-value of each item mentioned more than the t-table value. Likewise, for the dimensions of cognition, conformation, and affection constitute the constructor of attitude toward global awareness. This is indicated by the loading factor value of each dimension of 0.837; 1,022; and 0.790 with t-value respectively of 6,620; 10,302; and 7,774. Because the value of t-value of each dimension> 1,96 it can be said that the three dimensions of constructive attitude construct to global awareness is valid. 45 Figure 4. CFA Second Order Diagram based on Standardized Solution First Empirical Test Results After Revision 46 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 Figure 5. CFA Second Order Diagram based on T-Value First Empirical Test Results After Revision 47 Table 4. Recapitulation of Empirical Validity Test Results First Stage of Attitude Instrument to Global Awareness of SPK Students at SMA level. Konstruk Goodness of Fit Variabel Factor Std. R2 df p- t-value value Endogen Loading Error A11 0,442 - - 0,195 A12 0,392 0,065 4,834 0,154 A13 0,239 0,076 3,290 0,057 A14 0,311 0,086 4,094 0,097 A21 0,316 0,074 4,148 0,100 A22 0,315 0,074 4,127 0,099 A23 0,305 0,079 4,021 0,093 A31 0,407 0,066 4,951 0,166 A33 0,367 0,066 4,618 0,135 A41 0,348 0,069 4,447 0,121 A42 0,332 0,066 4,295 0,110 A43 0,506 0,075 5,649 0,256 A44 0,145 0,072 2,129 0,021 A46 0,226 0,078 3,144 0,051 A47 0,571 0,085 6,019 0,326 A51 0,521 0,075 5,738 0,271 Kognisi 4990,362 2141 0,00 A52 0,628 0,091 6,288 0,394 A53 0,471 0,087 5,427 0,222 A54 0,265 0,070 3,598 0,070 A61 0,279 0,089 3,755 0,078 A62 0,431 0,089 5,141 0,186 A63 0,588 0,090 6,105 0,346 A71 0,509 0,090 5,668 0,259 A72 0,524 0,089 5,761 0,275 A73 0,416 0,095 5,022 0,173 A81 0,466 0,088 5,385 0,217 A82 0,493 0,083 5,566 0,243 A83 0,417 0,085 5,030 0,174 A84 0,487 0,086 5,528 0,237 A91 0,152 0,067 2,185 0,023 A92 0,580 0,080 6,063 0,336 A93 0,148 0,075 2,136 0,022 A94 0,517 0,058 5,712 0,267 B11 0,616 - - 0,379 B12 0,564 0,058 7,824 0,318 48 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 B13 0,228 0,069 3,410 0,052 B14 0,602 0,060 8,266 0,363 Konasi 4990,362 2141 0,00 B21 0,494 0,064 7,000 0,244 B23 0,581 0,064 8,015 0,337 B24 0,581 0,058 8,023 0,338 B31 0,363 0,079 5,315 0,132 B32 0,381 0,067 5,547 0,145 Goodness of Fit Variabel Factor Std. R2Konstruk df p- t-value value Endogen Loading Error B33 0,593 0,061 8,164 0,352 B41 0,447 0,062 6,419 0,200 B42 0,524 0,071 7,371 0,275 B43 0,467 0,074 6,670 0,218 B51 0,379 0,067 5,540 0,144 B53 0,572 0,081 7,918 0,327 B54 0,656 0,071 8,841 0,430 Konasi 4990,362 2141 0,00 B61 0,628 0,059 8,535 0,394 B62 0,678 0,063 9,073 0,460 B63 0,650 0,063 8,774 0,422 B64 0,558 0,069 7,759 0,311 B71 0,590 0,071 8,122 0,348 B72 0,653 0,068 8,815 0,427 B73 0,425 0,069 6,146 0,181 B74 0,636 0,069 8,628 0,404 C11 0,533 - - 0,284 C12 0,285 0,085 4,011 0,081 C13 0,686 0,083 7,808 0,471 C21 0,632 0,090 7,430 0,399 Afeksi 4990,362 2141 0,00 C22 0,592 0,085 7,138 0,351 C23 0,767 0,081 8,290 0,588 C24 0,717 0,089 7,998 0,514 C31 0,669 0,072 7,686 0,447 C32 0,732 0,076 8,091 0,536 C33 0,680 0,083 7,768 0,463 Global Kognisi 0,837 0,126 6,620 0,701 Awareness 4990,362 2141 0,00 Konasi 1,022 0,099 10,302 1,045 (GA) Afeksi 0,790 0,102 7,774 0,624 49 In addition to the validity test, model measurement is also done to test the reliability of a construct. Reliability tests are performed to prove the accuracy, consistency and indicate the extent to which a measuring instrument can give relatively the same results when re-measured on the same subject. Reliability test in SEM is used composite reliability (CR) and variance extrac-ted (VE). Based on the results of the analysis obtained that the value of CR and VE for the dimensions of cognition are 0.863 and 0.517 respectively; CR and VE values for respective dimensions are 0.908 and 0.503; CR and VE values for affective dimensions are respectively 0.871 and 0.513; and CR and VE values for the Global Awareness (GA) dimension are 0.916 and 0.787 respectively. Thus, it can be concluded that the attitude attitudes toward global awareness on SPK students at high school level that meet valid and reliable criteria in the first stage empirical test is three dimensions, 19 indicators with 67 valid items. While 8 other invalid items must be dropped and not used in the second stage of empirical validity test. The test respondents involved in the second test phase were 265 high school students. At this stage, the attitude insight toward global awareness consists of 19 indicators spread in 3 dimension and contains 67 items of reality. The result of developing an attitude instrument toward global awareness through second order CFA testing in the second phase trial is presented in Table 5. Table 5. Goodness of Fit Instruments Attitudes to Global Awareness in High School Students through Second Empirical Validation No Goodness of Fit Cut of Value Score Decision 1 Chi-Square 5211,207 Unfulfilled 2 Probability 0,00 Unfulfilled 3 RMSEA 0,0737 Fulfilled 4 RMSR 0,0703 Fulfilled 5 NFI 0,709 Unfulfilled 6 CFI 0,822 Unfulfilled 7 IFI 0,823 Unfulfilled 8 GFI 0,629 Unfulfilled 9 RFI 0,699 Unfulfilled 10 AGFI 0,606 Unfulfilled 11 PGFI 0,591 Unfulfilled Based on Table 5 above it appears that most of the Good-ness of Fit requirements are not met because the values obtained are still outside the inter-val that it should be, so it says the model obtained is not fit. It can also be shown from the CFA second order diagram based on the standardized solu- tion in Fig. 6 and the second order CFA diagram based on the t-value of Fig. 7. Based on Figures 6 and 7 it can be seen that there are 12 items of invalid statements with recharge factor loading and t-values respectively presented in Table 6. 50 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 Table 6. Recap of Invalid Statement Item In Second Stage Empirical Test Item Code Factor No Loading T-Value T-Tabel Decision Code Number Score 1 A14 4 0,01 0,18 1,96 Invalid 2 A22 6 0,05 0,82 1,96 Invalid 3 A31 8 0,05 0,81 1,96 Invalid 4 A43 12 0,06 0,92 1,96 Invalid 5 A54 19 0,08 1,25 1,96 Invalid 6 A61 20 0,12 1,83 1,96 Invalid 7 A92 31 0,00 0,03 1,96 Invalid 8 A94 33 0,07 0,99 1,96 Invalid 9 B14 37 0,04 0,65 1,96 Invalid 10 B43 46 0,04 0,66 1,96 Invalid 11 B62 51 0,08 1,17 1,96 Invalid 12 C23 63 0,12 1,84 1,96 Invalid Based on Table 6 above, there is a 12-point statement in the capture instrument of invalid global awareness through the second stage empirical validity test, while the other 55 statements can be declared valid with t count> t-table 1, 96 (α = 0,05; df = 2141). Because at this stage there are still items that are not valid statements and goodness of fit criteria are still not met then it needs to be done modification, ie by dropping (drop) to 12 items that are invalid so it needs to be re- analysis by using CFA factor analysis. The recapitulation of attitude instrument development result toward global awareness of SPK students in senior high school through second order CFA test based on second stage empirical validity test after revision is presented in Table 7. Table 7. Goodnes of Fit Instrument Attitudes to Global Awareness SPK Students at Senior High School through Second Empirical Validation after Revision No Goodness of Fit Cut of Value Score Decision 1 Chi-Square 3154,349 Unfulfilled 2 Probability 0,00 Unfulfilled 3 RMSEA 0,0757 Fulfilled 4 RMSR 0,0652 Fulfilled 5 NFI 0,937 Fulfilled 6 CFI 0,916 Fulfilled 7 IFI 0,926 Fulfilled 8 GFI 0,907 Fulfilled 9 RFI 0,904 Fulfilled 10 AGFI 0,903 Fulfilled 51 11 PGFI 0,620 Fulfilled Figure 6. CFA Second Order Diagram based on Standardized Solution of Second Stage Empirical Test Results 52 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 Figure 7. CFA Second Order Diagram based on T-Value Second Empirical Test Results Based on Table 7 it appears that most of the requirements of Goodness of Fit have been met because the values obtained are within the required intervals, so it is said that the model obtained is fit. This can also be shown from the CFA second order diagram based on the standardized solution attitude instrument on the global awareness of SPK students in senior high school through second stage empirical validation after revision in Figure 8 and second order CFA diagram 53 based on t-value of attitude instrument on student global awareness SPK at SMA level through second stage empirical validation after revision in Figure 9. Based on Figures 8 and 9, it can be seen that the 55 points statements contained in the test analysis of empirical validity of the second stage of the instrument attitudes toward the global awareness of the SPK students at the SMA level after the full revision has been valid. This is because the value of t-value of each item of grain has more than t-table value is 1,96 (α = 0,05; df = 1427). As for reka-pan factor loading, std. error, t-value, and R2, respectively, 55 items of attitude ins- trumen attitudes to the global awareness of SPK students at senior secondary level after revision are presented in Table 8. Based on Fig. 8, Fig. 9, and Table 8 it appears that the overall grain constituting the constructor of the cognition dimension is valid. It can be seen from the t-value of each item is more than t-table value. Similarly, the whole grain constituting the constructor of the con's dimension is valid. It can be seen from the t-value of each item is more than t-table value. Likewise, the whole grain constituting the constructor of the affection dimension is valid. It can be seen from the t-value of each item is more than t-table value. Likewise, for the dimensions of cognition, conformation, and affection constitute the constructor of attitude toward global awareness. This is indicated by the loading factor value of each dimension of 0.868; 1,041; and 0,798 with t-value respectively 5,905; 6,091; and 7,893. Because the value of t-value of each dimension> 1,96 it can be said that the three dimensions of constructor attitude toward global awareness is valid. 54 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 Figure 8. CFA Second Order Diagram based on Standardized Solution Second Empirical Test Results After Revision 55 Figure 4.8. CFA Second Order Diagram based on T-Value Second Empirical Test Results After Revision Table 8. Recapitulation of Second Stage Empirical Validity Test Results Instrument Attitudes to Global Awareness of SPK Students at SMA level. Goodness of Fit Variabel Factor Std. R2Konstruk df p- t-value value Endogen Loading Error A11 0,387 - - 0,150 A12 0,379 0,081 4,445 0,144 Kognisi 3154,349 1427 0,00 A13 0,303 0,082 3,845 0,092 56 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 A21 0,371 0,066 4,393 0,138 A23 0,373 0,070 4,405 0,139 Goodness of Fit Variabel Factor Std. R2Konstruk df p- t-value value Endogen Loading Error A32 0,455 0,080 4,912 0,207 A41 0,462 0,079 4,947 0,213 A42 0,564 0,084 5,411 0,318 A44 0,202 0,081 2,825 0,041 A45 0,266 0,082 3,497 0,071 A46 0,555 0,089 5,379 0,308 A51 0,474 0,070 5,013 0,225 A52 0,556 0,085 5,380 0,309 A53 0,410 0,080 4,647 0,168 Kognisi 3154,349 1427 0,00 A62 0,295 0,075 3,768 0,087 A63 0,437 0,072 4,817 0,191 A71 0,355 0,076 4,268 0,126 A72 0,396 0,077 4,563 0,157 A73 0,245 0,081 3,279 0,060 A81 0,155 0,068 2,215 0,024 A82 0,305 0,074 3,861 0,093 A83 0,392 0,075 4,541 0,154 A84 0,322 0,079 4,017 0,104 A91 0,370 0,076 4,384 0,137 A93 0,475 0,071 5,024 0,226 B11 0,382 - - 0,146 B12 0,496 0,064 5,147 0,246 B13 0,370 0,061 4,415 0,137 B21 0,451 0,068 4,917 0,203 B22 0,385 0,072 4,510 0,148 B23 0,158 0,073 2,316 0,025 B31 0,452 0,074 4,921 0,204 B32 0,447 0,065 4,894 0,200 B33 0,335 0,090 4,143 0,112 B41 0,335 0,076 4,147 0,112 Konasi 3154,349 1427 0,00 B42 0,465 0,070 4,991 0,216 B51 0,335 0,067 4,145 0,112 B52 0,473 0,090 5,034 0,224 B53 0,390 0,085 4,545 0,152 B61 0,265 0,070 3,516 0,070 57 B63 0,444 0,094 4,881 0,197 B64 0,574 0,086 5,467 0,329 B71 0,534 0,069 5,314 0,285 B72 0,634 0,084 5,666 0,402 B73 0,559 0,077 5,414 0,313 B74 0,447 0,078 4,897 0,200 C11 0,546 - - 0,298 Afeksi 3154,349 1427 0,00 C12 0,590 0,067 7,114 0,348 C13 0,346 0,066 4,747 0,120 Goodness of Fit Variabel Factor Std. R2Konstruk df p- t-value value Endogen Loading Error C21 0,609 0,069 7,264 0,371 C22 0,528 0,065 6,607 0,279 Afeksi 3154,349 1427 0,00 C24 0,598 0,068 7,182 0,358 C31 0,549 0,078 6,779 0,301 C32 0,539 0,075 6,700 0,291 C33 0,513 0,054 6,468 0,263 Global Kognisi 0,868 0,147 5,905 0,753 Awareness 3154,349 1427 0,00 Konasi 1,041 0,171 6,091 1,083 (GA) Afeksi 0,798 0,101 7,893 0,637 Based on the results of the analysis obtained that the value of CR and VE for the dimensions of cognition are 0.811 and 0.515 respectively; CR and VE values for respective dimensions are 0.825 and 0.519; CR and VE values for affective dimensions are 0.785 and 0.529 respectively; and CR and VE values for the Global Awareness (GA) dimensions are 0.933 and 0.824, respectively. Thus, it can be concluded that the attitude attitudes toward global awareness in SPK students at senior high school that meet valid and reliable criteria in the first stage empirical test is three dimensions, 19 indicators with 55 valid items. While 12 other invalid items should be dropped. Discussion The instruments generated in this study may be used by researchers, lecturers or teachers, who intend to measure the global awareness level (global awareness) of students at the high school level or equivalent. The global instrument of awareness is essential to be developed, keeping in mind the importance of the times and the central role of youth in global relations. Given the development of the instruments produced in this study, global awareness (global awareness) is necessary, and even needs to be outlined as the primary skill of every citizen. Having such capabilities will encourage better inter- 58 JISAE. Volume 4 Number 2 September 2018.. Copyright © Ikacana Publisher | ISSN: 2442-4919 | E-ISSN 2597-8934 state relations, improve the nation's competitiveness in the global world, and maintain the integrity and dignity of the nation. The resulting instrument is the development of an attitude instrument towards global awareness for high school students, in this case SPK school. Developed from theoretical underpinnings of theory and validated theoretically and empirically, so as to obtain valid and reliable results. The instruments developed are limited to the realm of cognition, conformation and affection dimensions. The following mentioned the dimension and the indicator: First Dimension, that is Cognition Dimension. It consists of 9 (nine) indicators, among which are: developing skills in communicating and interacting; Be able to open- minded in private and broad community contexts; Able to improve themselves with their own ability (self concept); Having high cognitive aspect skills; Have a broad knowledge of local and global issues; Mastering a foreign language other than English; Building knowledge based on individual students' own perceptions; Has the ability to adapt, flexible, and always think global to berpartisifasi effectively in the global world Have skills in handling problems. The Second Dimension, the Conversion Dimension. Consists of 7 (seven) indicators, among them: Provide effective response in communicating; Having a high self-awareness (self awareness); Have a confidence in himself (self confidence); Have the ability to respect himself (self esteem); Students recognize themselves as part of a global society that has a dependence on other global societies; Having attention to international issues and global issues; Have a high awareness in socially responsible in global life. Third Dimension, the Affection Dimension. Consists of 3 (three) indicators, among them: Have the ability to appreciate others; Able to learn and cooperate with individuals who diversify diverse religions, lifestyles, races / ethnicities, and cultures in a spirit of mutual respect; Have a mutual respect for the diversity that exists in this world. The above dimensions and indicators form the basis for assessing a student's global attitude of consciousness with very high, high, medium, low and very low classification. This instrument is developed in the form of assessment rubric. Rubric is one form of assessment that is expected to measure all components of students. Using the assessment rubric, instrument users will more easily measure or classify students in terms of global awareness attitude capabilities. CONCLUSION In the development of an attitude instrument toward global awareness for high school students in SPK schools, based on qualitative analysis of 4 experts and quantitatively from 20 panelists, 75 out of 75 selected statement statements are 75 points for the domains of cognition, conformation and affection that can tested empirically to respondents. In the development of the instrument after empirical validation resulted in 3 dimensions, 19 indicators, 55 items of valid and reliable instruments with Composite Reliabilty (CR) of 0.933 and Variance Extracted (VE) of 0.824. 59 GRATITUDE Acknowledgments are conveyed to the principal of Global Sevilla Senior High School, Senior High School Chief of Gandhi Ancol, Head of Taipei International School, and Head of Saint Peter School who has facilitated the conduct of research, discussion in Study Program and Education Evaluation, Graduate of Jakarta State University, and all that has been helpful during the conduct of this research. Hopefully all at once also worth worship. REFERENCES Azizy, A.Q. (2004). Melawan Globalisasi: Reinterpretasi Ajaran Islam Persiapan SDM dan Terciptanya Masyarakat Madani. Yogyakarta: Pustaka Pelajar. Azwar, S. (2012). Reliabilitas dan Validitas. Yogyakarta: Pustaka Pelajar. BSNP. (2010). Paradigma Pendidikan Nasional Abad XXI. Versi 1.0. Jakarta: Author. 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