Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) REID (Research and Evaluation in Education), 7(2), 2021, 168-176 Available online at: http://journal.uny.ac.id/index.php/reid Developing student character assessment questionnaire on French subject in state high schools Nur Hamidah Assa'diyah*; Samsul Hadi Universitas Negeri Yogyakarta, Indonesia *Corresponding Author. E-mail: nurhamidah.2018@student.uny.ac.id INTRODUCTION In the 21st century, rapid technological advances occur. Not only positive impacts, e.g., facilitating communication to get information from various countries, but with the advancement of technology, people forget that interaction and socialization must be established with others (Lalo, 2018). The rapid advancement of technology has unconsciously changed human character. Both positive and negative impacts are inevitable. For example, children and adolescents failing to control themselves and are too dependent on technology (mobile phones) will tend to live apathetically and pay less attention to the situation and the surrounding community, it also makes human character unable to grow properly. Character education is expected to be able to make humans have good character and care about environment. There are many countries that have implemented character education in schools and family, but character problems still often occur, especially among school students (Lee & Manning, 2014, p.284). Setiawan (2013, p.53) explained implementation of character edu- cation has not been maximized. Many efforts have been made to improve character education, but until now, there are still frequent criminal acts, such as pornography, there for character edu- cation should be made a priority. Good character will make the humas useful for the environ- ment (Sugiarti, 2018, p.6). ARTICLE INFO ABSTRACT Article History Submitted: 16 August 2021 Revised: 3 November 2021 Accepted: 24 December 2021 Keywords Questionnaire development; character assessment; French Scan Me: As time goes by, technological advances affect character crises, especially among stu- dents. This study is aimed at developing a student character assessment questionnaire for the French subject in state high schools of Yogyakarta Special Region. The study employed the 4D development formula comprising of Define, Design, Develop, and Disseminate. The study involved 269 students of X, XI, and XII grades as the samples. The reliability test was performed using the Cronbach’s Alpha formula, 0.689, with strong reliability. The validity of the study was tested using EFA (Exploratory Factor Analysis). The questionnaire used the Likert scale. The result of the study shows that 15 items are valid and can show the character of students in the French subject. This is an open access article under the CC-BY-SA license. How to cite: Assa'diyah, N., & Hadi, S. (2021). Developing student character assessment questionnaire on French subject in state high schools. REID (Research and Evaluation in Education), 7(2), 168-176. doi:https://doi.org/10.21831/reid.v7i2.43196 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.21831/reid.v7i2.43196 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 169 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) Character education programs in schools have been part of human life since ancient times. The goal is to create and live a better life, both in the environment itself, family environment, and social environment. Character education held in schools can be started by building awareness, feelings, care, knowledge, trust, and forming habits to be good (Rokhman et al., 2014, p.1163). In living a better life, it is necessary to start by forming good attitudes and actions. Therefore, habit formation should be practiced in character education. Bad habits must be abandoned and lead students to get used to behaving and acting well. Character building and character education must become a single unit. Character-building can also be done in a school environment or an educational environment following character building in the family and social environment. Judiani (2016, p.281) explained that character edu- cation in schools is not a particular subject and rather taught implicitly in each subject. Instilling of character values can be done at the education level. Currently, the implementation of character education is intensively carried out to promote better character for the next national generation. Character education is a system of instilling character values in the school environment. The instilling is applicable for all school residents. The components of character education values include knowledge, awareness or willingness, and actions to apply these values to God, others, the environment, and the nation; hence, school residents can become human beings (Citra, 2012, p.238). The implanted character education will not only improve the character of students, but all school residents will also have good character since they are involved in the process of character building. Darodjat and Zuchdi (2016, p.25) said that character education in schools must be sup- ported by student activities in the family and community, so students can have good character. Regulations for the implementation of character education programs have been set by the President of the Republic of Indonesia since 2017. The program is inserted into subjects in schools, including local content or specialization subjects, French. Local content subjects always run in schools because these subjects can shape the character of students who love local culture (Hadi et al., 2019, p.46). Referring to the Presidential Regulation of the Republic of Indonesia Number 87 of 2017 concerning Strengthening Character Education, the researchers harmonized these regulations with the syllabus of high school French subjects. The syllabus mentions the character values that must be applied concerning subjects at school, including being communi- cative, independent, cooperative, responsible, and tolerant. The five character values are follow- ing article 3 of the Presidential Regulation of the Republic of Indonesia, in which the characteris- tics are shown in Table 1. Currently, many high schools in Indonesia facilitate students to learn foreign languages, e.g., French. Learning French helps students find information from books or internet in French. For students who do not continue their education to a higher level, French can be a skill to get a job as a tour guide. Table 1. Character Values No. Character Values Characteristics 1. Communicative Students have language skills. The material taught must encourage students to communicate fairly (Rabawati et al., 2013) 2. Independent - Confident - Consider the opinions and advice of others - Able to make decisions - Not easily influenced by others (Wuryandani et al., 2016, p.210) 3. Cooperation Conducting learning with two or more people by interacting with each other, combining energy, ideas or opinions at a certain time in achieving learning objectives (Yulianti et al., 2016, p.35) 4. Tolerance Appreciating differences in religion, ethnicity, ethnicity, opinions, attitudes, and actions of others (Komalasari & Saripudin, 2017, p.41) 5. Responsibility Carrying out duties and obligations, towards themselves, society, the environment (nature, social, and culture), the nation, and God (Gunawan, 2014, p.33) 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 170 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) Character values taught in French subjects will be useful for studens. For example, commu- nicative character will make students those who want to be a tour guide will not find difficulties while working, and those who want continue their education to a higher level will be easily to un- dersrtand the lesson in class. French has different speech acts form Indonesian or English. Tutoyer ou vouvoyer in French shows politeness when speaking. Tolerance character taught in character education in French subjects can make students understand language and cultural differences between Indonesia and French. Based on interview with French teacher in high schools of Yogyakarta Special Region, the character education strengthening program also applied to French subjects. Therefore, the re- searchers wanted to develop an instrument to assess student characters for the French subject following the character values implemented by the government in the syllabus. Character assessment is an important part to do. Doing assessment is the same as looking at the level of success of character education that has been taught (Supriyadi, 2011 p.116). Doing assessment in French subjects helps teachers know the teacher’s success in instilling good char- acter. A questionnaire is one of the study instruments. The questionnaire types are divided into two, i.e., open and closed. An open questionnaire allows respondents to provide opinions accord- ing to their agenda and circumstances, while a closed questionnaire allows respondents to choose one answer according to their characteristics (Apriliasari, 2015, p.4). According to Malinda (2016, p.3) the questionnaire instrument can be used as a tool to show validation of teachers and deter- mine student responses. One example of a questionnaire is a questionnaire with a Likert scale cal- culation. This questionnaire are five assessments with different values, starting from Very Bad with a score 1, Bad with a score 2, Fairly Good with a score 3, Good with a score 4, and Very Good with a score 5. Thus, this study developed a closed questionnaire with the Likert scale calculation. Follow- ing the previous explanation, this questionnaire was utilized to measure student characters in the French subject. This study develops a questionnaire with Likert scale. According to previous ex- planation, this questionnaire will be used to measure student’s character assessment in French subject. However, before being used, it will be validated first so that the statement contained in questionnaire are valid. METHOD The study was a development study using the 4D development formula comprising Define, Design, Develop, and Disseminate. The study aimed to develop a student character assessment questionnaire for the French subject of X, XI, and XII grades. The population was students of X, XI, and XII grades in high schools of Yogyakarta Special Region. French is an optional subject, so not all schools and all classes study this subject. The samples of the study were 269 students collected using purposive sampling, with the criteria of students of X, XI, and XII grades high schools of Yogyakarta Special Region implementing the French subject. This technique was used because not all samples have criteria that match the study criteria. The study developed a close questionnaire using the Likert scale with five points, com- prising 1 = strongly disagree, 2 = disagree, 3 = uncertain, 4 = agree, and 5 = strongly agree. Strongly disagree means students have never done the character values mentioned in French sub- ject, disagree means students have conducted the character values but only once or twice, doubt- ful means students have occasionally done the character values, agree means students have often done the grades character, while strongly agree means that every time the French subject students learn character values. This questionnaire was employed to measure student characters for the French subject. The validation was performed using EFA (Exploratory Factor Analysis). The re- liability test was performed using the Cronbach’s Alpha formula. Based on calculations, the re- liability in this study is 0.689, which is considered as strong reliability. 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 171 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) FINDINGS AND DISCUSSION Based on the study, the results can be seen in Table 2. The questionnaire was tested on stu- dents of of X, XI, and XII grades in high schools of Yogyakarta Special Region. The analysis was carried out with EFA. The initial step for EFA validation is to find the KMO Value and Barlett’s Test. The calculation can be seen in Table 3. Referring to Table 3, after calculating KMO and Bartlett’s Test, the Keiser Meyer Measure of Sampling value was 0.854. Thus, KMO met the re- quirement by having a > 0.5 value. It indicates that the samples were sufficient. The subsequent analysis was searching for the MSA value. The calculation of the MSA values is shown in Table 4. Table 2. Points of Student Character Education for the French Subject in High Schools of Yogyakarta Special Region Aspects Indicators Items Communicative - Students can introduce themselves using French - Students can greet using French - Students can express apologies, excuses, or gratitude using French 1 5 7 Tolerance - Students can express opinions using French - Students ask their friends' opinions when working on French assignments in groups - Students appreciate criticism and suggestions from friends when presenting French assignments in front of the class 4 11 14 Cooperation - Students can compose French dialogues using French - Students can practice French dialogue in groups - Students identify the contents of a French text in groups 2 9 15 Independent - Students can complete the French subject assignments given by the teacher individually and confidently - Students are sure to get satisfactory results when taking the French language exam on their own efforts - Students are not afraid to ask the teacher if they have difficulty learning French 3 6 13 Responsibility -Students work hard on the French assignments given by the teacher -Students submit French assignments on time - Students can present their French assignments in front of the class according to the teacher's instructions 8 10 12 Table 3. KMO Value and Bartlett’s Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Indicator 0.854 Bartlett’s Test of Sphericity Approx. Chi-Square 1091.030 Df 105 Sig. 0.000 Table 4. MSA Values Items Values 1 0.707 2 0.889 3 0.896 4 0.838 5 0.817 6 0.798 7 0.864 8 0.866 9 0.890 10 0.883 11 0.803 12 0.812 13 0.889 14 0.769 15 0.867 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 172 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) The analysis results discovered that all items had MSA values fulfilling the > 0.5 require- ments. These results indicate that each item had a good correlation. The lowest correlation value was item 1 with 0.707, while the highest correlation value was item 3 with 0.896. The subsequent analysis was then carried out. After knowing all the items meet the requirements for the MSA value > 0.5, then the next step is look for the Communalities values in Table 5. From the analysis results, it was discovered that all items had communalities values fulfill- ing the requirement > 0.50. It shows that each item could explain the factor to be measured. Item 1 had the highest role in explaining the factor. Item 13 could not explain too many factors com- pared to other items. All items could explain the factors. Thus, further analysis was carried out. The subsequent analysis searched for Total Variance Explained to determine the number of factors. Fifteen components can represent items. In the “initial eigenvalues” column, it was found that four factors explained the item with the factor criteria approaching one or factor > 1. The item can be explained by factor 1 was 4.574/ 15 x 100% = 30.49%; then, the role of factor 2 was 1.841 / 15 x 100% = 12.27%, factor 3 was 1.154/ 15 x 100% = 7.69%, factor 4 was 1.050 / 15 x 100% = 6.99%, and factor 5 was 1.025 / 15 x 100% = 6.83%. Hence, the total of the five factors could explain the variables of 30.49% + 12.27% + 7.69% + 6.99% + 6.83% = 64.27%. Since the eigenvalues were set to 1, the total value to be taken was > 1, i.e., components 1, 2, 3, 4, and 5. The next step is to find the value of the Component Matrix, as can be seen in Table 6. Table 5. Communalities Values Items Initial Extraction Item 1 1.000 0.841 Item 2 1.000 0.654 Item 3 1.000 0.610 Item 4 1.000 0.628 Item 5 1.000 0.686 Item 6 1.000 0.611 Item 7 1.000 0.602 Item 8 1.000 0.574 Item 9 1.000 0.660 Item 10 1.000 0.571 Item 11 1.000 0.728 Item 12 1.000 0.613 Item 13 1.000 0.549 Item 14 1.000 0.718 Item 15 1.000 0.597 Table 6. Component Matrix Items Components 1 2 3 4 5 Item 1 0.172 0.064 0.039 -0.020 0.898 Item 2 0.146 0.788 0.043 0.017 0.100 Item 3 0.403 0.655 -0.061 0.040 0.115 Item 4 0.758 0.195 -0.072 -0.087 -0.058 Item 5 -0.053 0.689 0.402 0.205 -0.077 Item 6 -0.154 0.432 0.384 0.386 0.323 Item 7 0.676 0.056 0.357 -0.008 0.120 Item 8 0.704 0.132 0.015 0.202 0.142 Item 9 0.494 0.602 0.162 0.117 -0.114 Item 10 0.259 0.233 0.602 0.149 -0.256 Item 11 0.131 0.074 0.821 0.009 0.179 Item 12 -0.091 0.146 0.167 0.744 -0.047 Item 13 0.191 0.473 0.267 0.465 -0.030 Item 14 0.434 -0.030 -0.197 0.699 0.041 Item 15 0.717 0.128 0.235 0.085 0.062 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 173 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) Table 7. Aspect Naming No. Aspect Indicator 1. Persistent -B 4 (Students can express opinions using French) -B 7 (Students can express apologies, excuses, or gratitude using French) -B 8 (Students work hard on the French assignments given by the teacher) -B 15(Students identify the contents of a French text in groups) 2. Optimist -B 2 (Students can compose French dialogues using French) -B 3 (Students can complete the French subject assignments given by the teacher individually and confidently) -B 5 (Students can greet using French) -B 6 (Students are sure to get satisfactory results when taking the French language exam on their own efforts) -B 9 (Students can practice French dialogue in groups) -B 13 (Students are not afraid to ask the teacher if they have difficulty learning French) 3. Forbearance -B 11 (Students ask their friends' opinions when working on French assignments in groups) 4. Confident -B 14(Students appreciate criticism and suggestions from friends when presenting French assignments in front of the class) -B 12 (Students can present their French assignments in front of the class according to the teacher's instructions) 5. Competent -B1 (Students can introduce themselves using French) After knowing that there are five factors, each item was classified into factors 1, 2, 3, 4, or 5. The classification was based on the highest loading factor value by ignoring negative effects. For clarity, it can be observed in Table 7. Based on the component matrix table, the five factors were termed following the indicators for each questionnaire item. Character assessment can be assessed through aspects of persistent, optimist, forbearance, confident, and competent. Learning outcomes measurement is fundamental to understand the progress of the student learning process. Student learning outcomes can be measured in terms of the cognitive, affective, and psychomotor aspects. There are still many measurements that focus on the affective domain and ignore the affective and psychomotor domains, while the three domains are equally impor- tant to measure. The questionnaire is a student character assessment questionnaire for the French subject. The questionnaire was developed using the 4D development procedures, including De- fine, Design, Develop, and Disseminate. Define Communicative Students are declared communicative if they have language skills. The subject taught by the teacher must encourage students to communicate naturally. It is required in 21st-century educa- tion. Parallelism Five characteristics of independent students are confidence in acting, considering opinions or advice from others, making decisions, and not being easily influenced by others. Independence is the basis for students' self-development to compete and develop. Cooperation Cooperation can work well if two or more people interact with each other, combine ener- gy, ideas, or opinions at a certain time in achieving learning objectives. The demands of the 21st century require students to collaborate, which is called collaborative, and this is a challenge for students and, thus, must be owned by students. 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 174 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) Responsibility The form of responsibility is to carry out duties and obligations as they should. This re- sponsibility should be embraced to themselves, society, environment (nature, social, and culture), nation, and God. Tolerance Tolerance means the respect for differences. This can refer to the difference in religions, ethnicity, opinions, attitudes, and actions. Design Five aspects were measured using the study questionnaire. These aspects were adjusted to the Presidential Regulation regarding character values taught in the French subject. The five as- pects include Communicative, Tolerance, Cooperation, Independence, and Responsibility. Each aspect was broken down into three indicators. Each indicator was broken down into one ques- tion item, resulting in 15 items. Develop Five character values, including communicativeness, tolerance, cooperation, independence, and responsibility, are specified for each aspect into three indicators. These indicators were ar- ranged under each aspect's theory as described in the introduction and adapted to the govern- ment syllabus for the French subject. Each indicator is arranged into one question. In fulfilling the communicative aspect, students must introduce themselves, greet others, and express apolo- gies, excuses, or gratitude using French. In the tolerance aspect, students are declared tolerant if they are able to express opinions, ask friends for opinions using French, and appreciate friend's criticism and suggestions when they present French assignments in front of the class. The cooperative character values will be fulfilled if the students can compose dialogues, practice, and also identify the contents of a French text. The next aspect is independence. Independent students can complete assignments indi- vidually with confidence, and they believe that the task will get satisfactory results. Besides, stu- dents are not afraid to ask the teacher when experiencing difficulties during the French subject's teaching and learning process. The last aspect is responsibility. Students are responsible if they are serious about complet- ing the assignments, submitting on time, and presenting French assignments according to the teacher's instructions. Disseminate The questionnaire was tested on students in X, XI, and XII grades at state high schools of Yogyakarta Special Region. The EFA results was employed to carry out the analysis with the help of SPSS. In order to make the research questionnaire valid, two rotations were performed. In every rotation, invalid items were reduced in order to produce valid items. The first rotation de- monstrated that the KMO value met the requirements > 0.5, i.e., 0.854, and demonstrated that the KMO value met the KMO requirements > 0.5. In addition, the results of the MSA analysis showed that 15 items were valid. Therefore, further analysis can be carried out, i.e., the analysis of the communalities value with the results of all items meeting the requirements > 0.5. It means that each item could explain the factors to be measured. Based on the result of the Total Variance Explained analysis, four factors could explain items, with a factor criterion approaching one or > 1. Then, each item is classified into five factors by ignoring negative effects. These four factors are persistent, optimist, forbearance, confident, and competent. 10.21831/reid.v7i2.43196 Nur Hamidah Assa'diyah & Samsul Hadi Page 175 - Copyright © 2021, REiD (Research and Evaluation in Education), 7(2), 2021 ISSN: 2460-6995 (Online) CONCLUSION The study findings indicate that the 15 statements in the Character Assessment Question- naire in the French Subject in High Schools of Yogyakarta Special Region are valid. The reliability test results using the Cronbach's Alpha formula showed 0.805 > 0.60. Hence, the questionnaire met the reliability requirements. Character assessment can be assessed through five factors: per- sistent, optimist, forbearance, confident, and competent. The character values tested followed the provisions of the government syllabus for the French subject. The five character values include tolerance, communication, cooperation, independence, and responsibility. 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