Content Validity Of Teacher Teaching Quality Measurement Using The Six Sigma Approach Based On The Fuzzy Delphi Method

Abstract

Teacher Teaching Quality Measurement using the Six Sigma approach (T²Qi-6σ) is a new teacher-teaching quality instrument. However, there is a need to evaluate each item for better accuracy and representativeness. Therefore, this study aims to test the content validity aspects of the T²Qi-6σ instrument using the Fuzzy Delphi Method (FDM) to ensure that the measurement instrument is suitable for use in education, especially in Malaysia. A total of 14 experts were selected through purposive sampling, consisting of nine professional and five field experts serving in Malaysia's public and private universities and the Ministry of Education. FDM was used to obtain agreement and consensus by 14 experts to assess the appropriateness of 200 items that had been constructed involving five constructs, namely (i) identify, (ii) measure, (iii) analyze, (iv) improve, and (v) control, using a seven-point Likert scale. The analysis results show that the threshold value (d), as many as 125 T²Qi-6σ items is equal to 0.2 or less than 0.2, while the percentage agreement value of the expert panel of T²Qi-6σ items ≥ 75 percent agrees. This shows that 125 T²Qi-6σ items have met all the requirements by FDM. The qualitative findings indicate that the T²Qi-6σ item is appropriate and relevant, yet it implies fostering the potential of this new instrument to be promoted for measuring teaching quality. It is suggested that the analysis of the pilot study using the Rasch Model so that the T²Qi-6σ items can be analyzed more deeply and produce quality items