Adaptation of the ARS-30 Academic Resilience Scale for Indonesian Junior High School Students Utilizing the Rasch Model

Abstract

The objective of this study was to adapt and validate the Academic Resilience Scale 30 (ARS-30) in accordance with the prevailing educational norms in Indonesia using Rasch model analysis. The adaptation was conducted with due consideration of collective classroom dynamics, ethnic diversity and the local language, necessitating adjustments to the Indonesian version as the national language. The adaptation process entailed securing permission from the original developer, iterative translation by a certified translator, expert review to guarantee cultural and educational relevance, readability testing by junior high school students, and final testing with the target population. The research sample comprised 925 junior high school students of Javanese, Madurese, Arabic, Chinese and mixed ethnicity. The sample was comprised of individuals aged between 13 and 15 years old, with 402 female and 523 male participants. This study employed the Rasch analysis method to evaluate the reliability, internal consistency, item difficulty, and differential item functioning (DIF) of the instrument. The results demonstrated that the Indonesian version of ARS-30 exhibited satisfactory reliability and internal consistency, with a person reliability value of 0.78 and item consistency at a perfect score of 1.00. The scale also demonstrated unidimensionality, accounting for 61.8% of the variance. Therefore, the Indonesian ARS-30 is a valid and reliable tool to assess academic resilience in junior high school students. further research is necessary to enhance the relevance and cultural sensitivity of the ARS-30 through an in-depth qualitative approach, as well as its applicability to different levels of education and a more diverse student population.