GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA Adaptation of Executive Functions Rating Scale in Preschool Children Hermahayu1*.
Rayinda Faizah2 .
Universitas Muhammadiyah Magelang.
Indonesia.
Universitas Muhammadiyah Magelang.
Indonesia.
Abstract This study aims to develop measurement instruments for executive functions (EF) in preschool children based on behavioral observation using a rating scale to identify the level of EF ability in children from an early age.
Floating EF measurement instruments are adapted and modified by the existing scale, namely the 2nd edition Behavioral Rating Inventory of Executive Functions (BRIEF) prepared by Gioia.
Isquith.
Guy, and Kenworthy .
This study was designed using a research development method consisting of several stages: translation, synthesis, back translations, expert committee review, and pretesting (Beaton et al.
, 2.
The results of this study indicate that in 60 items of the eight components in the Indonesian version of the executive functions rating scale, 56 items have a high total item correlation index, and four items have a low total item correlation.
The reliability value of the scale is 0.
965, which indicates that the Indonesian version of the executive functions rating scale is reliable for use.
Keywords executive functions.
rating scale.
Article Info Artikel History: Submitted: 2021-11-19 | Published: 2022-04-30 DOI: http://dx.
org/10.
24127/gdn.
Vol 12.
No 1 .
Page: 26 - 39 (*) Corresponding Author: Hermahayu.
Universitas Muhammadiyah Magelang.
Indonesia.
Email: hermahayu@ummgl.
This is an open-access article distributed under the terms of the Creative Commons Attribution 4.
0 International License, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited.
INTRODUCTION
Preschool age is an important age to prepare children to enter formal education.
It is a critical period for children's learning.
Preschool education aims to help lay the foundations for the development of attitudes, knowledge, skills and creativity that children need in adapting to their environment, for further growth and development.
When a child enters formal school, they are faced with the physical environment, processes, types of interactions, social groups and rules that are different from the experiences they had before entering school (Ladd et al.
, 2.
Therefore, before entering formal school, children must have adequate school readiness in order to adapt to the new environment.
Page | 26 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA In preparing children's school readiness, it is important to pay attention to the aspects of academic knowledge, physical well-being and motor development, basic thinking skills, self-discipline, social emotional maturity, and communication skills (Rahmawati et al.
These aspects of school readiness can be obtained by children through their participation in preschool education.
This is based on the results of research that children who do not take preschool education, their cognitive, physical and emotional abilities are considered not ready (Halimah & Kawuryan, 2.
Several studies have found that school readiness can be predicted by executive functions (EF).
EF can promote the development of cognitive abilities in children (QehajaOsmani, 2.
, language skills, concentration, behavior (Gooch et al.
, 2.
, social skills (Romero-Lypez et al.
, 2.
, regulate emotions which aspects are very important to prepare children to enter the next level of education (Hermahayu, 2019.
Shaul & Schwartz.
EF is a group of mental processes needed when a person must concentrate and pay attention, when it is impossible to rely on automatic responses or rely on instinct or intuition (Diamond & Lee, 2.
EF allows mentally playing with ideas.
taking time to think before discovering something new, dealing with unexpected conditions.
resist temptation.
and stay focused (Diamond, 2.
EF is needed to concentrate and think when doing new .
movements and not routines (Miyake et al.
, 2000.
Monette et al.
, 2.
So, it can be explained that EF is a higher cognitive ability, which is very important in the process of problem solving and planning, especially if individuals are faced with new situations or situations that arise suddenly and require a quick response.
EF is a multifactor construct involving various higher-order cognitive abilities .
e Frias et al.
, 2.
, or referred to as higher neurocognitive processes that monitor and control thoughts, actions, and emotions (Carson et al.
, 2.
, consistently associated with early achievement (Blair & Razza, 2.
, and can predict math and literacy skills (Myller et al.
, 2.
Some researchers suggest that EF consists of several functions, namely inhibition, working memory, shifting (Diamond, 2013.
Miyake et al.
, 2.
, sustained attention, planing dan rejecting distractions (Brocki & Bohlin, 2.
EF is also described as a higher cognitive skill that includes self control and includes metacognitive skills, namely: inhibition response, planning, attention, and working memory (Gazzaniga, 2.
There is a similar opinion that EF is divided into three core components, namely.
inhibition, working memory and set shifting (Diamond, 2013.
Miyake et al.
, 2000.
Monette et al.
, 2.
All three form the basis for higher-order EF skills, such as reasoning, problem solving, and planning (Collins & Koechlin, 2012.
Diamond, 2013.
Lunt et al.
, 2.
One of the EF measurement instruments formulates that the components that must be measured in EF consist of impulse control, self-monitoring, flexibility, emotional control, commissioning, work memory, planning/organization, task monitoring and orders (Gioia et , 2.
Measurement of EF ability in preschool children needs to be done from an early However, in Indonesia, there is no measurement of EF for early childhood in the form of a rating scale.
The EF measurement instrument that has been used in Indonesia so far is in the form of a performance test.
The test has several weaknesses, including taking a long time to complete the test, the test must be done individually and each subject must be accompanied by a tester, the tester must make sure the subject understands the rules before starting the test.
Therefore, an easier and faster measurement instrument is needed so that teachers or parents can quickly provide stimulation according to the measurement Page | 27 GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA In this study, the EF measurement instrument that will be adapted is the Behavioral Rating Inventory of Executive Functions (BRIEF) compiled by Gioia et al.
This instrument is in the form of an EF rating scale by assessing the subject through his This scale will be filled in by teachers, parents/caregivers because they are considered the people who best understand the child's behavior.
METHOD
This study uses development research methods.
This study aims to develop an EF behavioral assessment scale in preschool children by adapting and modifying the existing scale to suit the Indonesian language and culture.
Prosedur pengembangan yang akan dilakukan dalam penelitian ini mengacu pada langkah-langkah dalam melakukan proses adaptasi suatu skala ke dalam bahasa dan konteks budaya yang berbeda dengan skala asli (Beaton et al.
, 2.
yang terdiri dari beberapa tahap yaitu translation, synthesis, back translations, expert committee review, dan pretesting.
Design The process of language and cultural adaptation goes through the following stages:
The first step is to translate the original test into the target language by two professional translators.
The second stage is synthesis.
This stage is to look for similarities and differences in the results of the translations of the two professional translators, until finally an agreed translation is obtained which is called a translation scale draft.
The third stage is back-translation to the original language.
The draft scale from the second stage is then translated back into the original language.
Back translation is done by professional translators.
The results of the reverse translation are then compared with the original scale, to determine whether or not there are differences in meaning in the translation results.
The fourth stage is a discussion with experts, including linguists, measurement experts, child development experts, and psychology lecturers who understand EF.
This discussion was conducted to ensure that there is an equality of meaning between the original scale and the translated scale.
Several expert and competent raters were asked to provide an assessment of the items on the scale that had been prepared.
The fifth stage is pretesting/try out by testing the scale on a small number of subjects.
This trial was conducted to determine whether the instructions and items on the scale could be understood well by the respondents.
After making sure that the items can be understood, the next step is to test the validity and reliability of the scale on a larger number of samples.
Participants The subjects of this study consisted of 2 translators with an educational background in Psychology and English Education, 1 professional translator with an English Education background, 1 expert lecturer, seven kindergarten teachers as subjects in the pretesting, and at the trial stage were 78 preschool children aged 6-7 years in Magelang City.
The reason for choosing this age is because at that age the child is already at the stage of preparation for entering elementary school.
Pretesting sampling for research using simple random sampling, ie taking subjects randomly in a population.
Through the method of taking the subject, every student has the same opportunity to be a research subject.
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Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA Instrument The measuring instrument that will be adapted is the Behavioral Rating Inventory of Executive Functions (BRIEF) compiled by Gioia.
Isquith.
Guy, and Kenworthy .
The original English scale will then be adapted into the Indonesian version of the executive functions rating scale.
This measuring instrument consists of eight measurement components, namely: dimensi inhibit .
, self monitor .
, emotional control .
, initiate .
, working memory .
, plan/organize .
, task monitor .
, dan organization of materials .
Data Analysis Testing the validity and reliability coefficients of the Indonesian version of the executive functions rating scale was analyzed using SPSS 25.
The reliability test used Cronbach's Alpha formula, and the test of the validity of the items on the scale used the corrected itemtotal correlation (CITC).
RESULT AND DISCUSSION
The language and cultural adaptation process The process of adapting the executive functions rating scale begins with the process of translating the original scale by two translators with educational backgrounds in Psychology and English Education.
Furthermore, the two translations are compiled as a draft The draft translation is then translated back into the original language.
Next, the translation draft is checked again together with expert lecturers to see the suitability of the words used, and which have the same or different meaning as the original scale.
The results of the language adaptation process found that several different words were used but still had the same meaning, which can be seen in Table 1.
In the Inhibit component the original scale statement says AuHas trouble putting the brakes on his/her actionsAy.
Translator 1 defines the word Aoputting the brakesAo as AomengendalikanAo, while translator 2 defines the word as AomengeremAo.
Based on the discussion the two words have the same meaning.
So it was agreed that the statement would be "Kesulitan mengendalikan tindakannya".
On the Self monitor component the original scale statement says 'Gets stuck on one'.
Translator 1 interprets the word 'Gets stuck' with the word 'terpaku', while translator 2 defines it as 'terpikat'.
According to the Cambridge English Dictionary the word gets stuck is the same as unable to move.
From the results of the discussion, the word tepaku is more appropriate and has almost the same meaning.
So it was agreed that the statement would be "Terpaku pada satu topik atau aktivitas".
In the Initiate component the original scale statement says 'Needs to be told to begin a task even when willing'.
Translator 1 defines the word 'to be told' as Aodiberi tahuAo, while translator 2 means AodiperintahAo.
Based on the discussion, the two words have the same So it was agreed that the statement was AuPerlu diberi tahu untuk memulai tugas bahkan ketika ia sudah siapAy.
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GUIDENA Table 1.
The result of the translation of the original scale into Indonesian Components Inhibit Self Monitor Initiate Working Memory Plan/Organize Task monitor Organization of materials Original Language (Inggri.
Has trouble putting the brakes on his/her Gets stuck on one topic or activity Needs to be told to begin a task even when willing Has trouble with chores or tasks that have more than one Does not plan ahead for school Gets caught up in details and misses the big picture Has good ideas but does not get job done .
acks followthroug.
Has good ideas but cannot get them on Work is sloppy Written work is poorly organized Leaves messes that others have to clean Leaves a trail of belongings wherever he/she goes Translator 1 Kesulitan Terpaku pada satu topik atau aktivitas Perlu diberi tahu untuk memulai tugas bahkan ketika ia sudah siap Bermasalah dengan tugas-tugas yang memiliki lebih dari satu Tidak membuat rencana dalam mengerjakan tugas Bisa menemukan detil tapi melewatkan gambaran besar Memiliki ide bagus tetapi tidak pekerjaan .
idak memiliki tindak lanju.
Punya ide bagus tapi tidak bisa Pekerjaannya tidak Pekerjaan tertulis tidak terorganisir dengan Meninggalkan kekacauan yang membuat orang lain Meninggalkan bekas barang-barangnya setiap kali ia pergi Translator 2 Sulit mengerem Terpikat pada satu topik atau aktivitas Perlu diperintah dulu untuk memulai tugas bahkan ketika sudah bersedia Sulit mengerjakan rutinitas atau tugas yang punya lebih dari satu langkah Tidak terlebih dulu tugastugas sekolah Terpaku pada detail dan melewatkan gambaran besar Punya ide-ide yang bagus tapi tidak dituntaskan .
urang tindak lanju.
Punya ide bagus tapi tak dapat dalam tulisan Hasil kerjanya Tugas tertulisnya kurang tertata Meninggalkan berantakan yang harus dibersihkan orang lain Meninggalkan barang-barang miliknya tercecer di mana pun ia pergi In the Working memory component the original scale statement reads 'Has trouble with chores or tasks that have more than one step'.
Translator 1 defines the word 'chores' with the word Aopekerjaan rumahAo, while translator 2 defines it as 'rutinitas'.
According to the Cambridge English Dictionary the word 'chore' is the same as a job or piece of work that is Page | 30 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA often boring or unpleasant but needs to be done regularly.
So it was agreed that the statement was AuSulit mengerjakan rutinitas atau tugas yang punya lebih dari satu langkah".
In the Plan/organize item number 7 component, the original scale statement says 'Does not plan ahead for school'.
Translator 1 defines the word 'plan a head' with the word 'membuat rencanaAo, while translator 2 defines it with the word Aomempersiapkan terlebih dahuluAo.
Based on the discussion, the two words have the same meaning.
So it was agreed that the statement was " Tidak membuat rencana dalam mengerjakan tugas sekolah".
In the Plan/organize item number 15 component, the original scale statement says 'Gets caught up in details and misses the big picture'.
Translator 1 interprets the word 'Gets caught up' with the word Aobisa menemukanAo, while translator 2 interprets it with the word Aobisa menangkapAo.
Based on the discussion, the two words have the same meaning.
So it was agreed that the statement would be "Kesulitan mengendalikan tindakannya".
In the Plan/organize item number 23 component of the original scale statement, it is written 'Has good ideas but does not get job done .
acks follow-throug.
Translator 1 defines the word 'done' with the word AomenyelesaikanAo, while translator 2 defines it as AomenuntaskanAo.
Based on the discussion, the two words have the same meaning.
So it was agreed that the statement was " Memiliki ide bagus tetapi tidak menyelesaikan pekerjaan .
idak memiliki tindak lanju.
In the Plan/organize item component number 35, the original scale statement reads 'Has good ideas but cannot get them on paper'.
Translator 1 interprets the word 'get them on paper' with the word 'menuliskannya', while translator 2 defines it with the word Aomenuangkannya dalam tulisanAo.
Based on the discussion the two words have the same So it was agreed that the statement was "Punya ide bagus tapi tidak bisa In the Task monitor component, item number 5, the original scale statement says 'Work is sloppy'.
Translator 1 defines the word 'sloppy' as 'tidak rapi', while translator 2 defines it as 'berantakan'.
Based on the discussion, the two words have the same meaning.
So it was agreed that the statement was "Pekerjaannya tidak rapi".
In the Task monitor component, item number 21, the original scale statement said 'Written work is poorly organized'.
Translator 1 defines the word 'poorly organized' as Aotidak terorganisirAo, while translator 2 defines it as Aokurang tertata'.
Based on the discussion the two words have the same meaning.
So it was agreed that the statement would be "Pekerjaan tertulis tidak terorganisir dengan baik".
In the component Organization of materials item number 37, the original scale statement is written 'Leaves messes that others have to clean up'.
Translator 1 interprets the word 'leaves messes' with the word Aomeninggalkan kekacauan', while translator 2 interprets it with the word 'meninggalkan keadaan berantakan'.
Based on the discussion, the two words have the same meaning.
So it was agreed that the statement was "Meninggalkan kekacauan yang membuat orang lain harus membereskannya".
In the Organization of materials item number 63 component, the original scale statement reads 'Leaves a trail of belongings wherever he/she goes'.
Translator 1 interprets the word 'Leaves a trail of belongings' with the word Aomeninggalkan bekas barangbarangnyaAo, while translator 2 interprets it with the word Aomeninggalkan barang-barang miliknya tercecer'.
Based on the discussion the two words have the same meaning.
So it was agreed that the statement was "Meninggalkan barang-barang miliknya tercecer di mana pun ia pergi".
After getting some similarities in meaning from the translation results, the next process is to combine the translation results into the Indonesian version of the translation Page | 31 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA The Indonesian version of the draft translation was then translated back into the original language (Englis.
through a professional translator with an English Education Next, compare the words and meanings between the scale of the English version of the back translation with the original scale.
Based on this comparison, basically the English translation has the same meaning as the original scale, but uses different The results of the comparison of several different words can be seen in Table 2 Table 2.
The difference between the back-translated words and the original scale Components No item Original Scale (Inggri.
Back Translation Self monitor Emotional control Plan/Organize Task monitor Gets stuck on one topic or Has outbursts for little Does not plan ahead for school assignments Gets caught up in details and misses the big picture Has trouble carrying out the actions needed to reach goals .
aving money for special item, studying to get a good grade, etc.
Work is sloppy Be captivated by a topic or activity Easily angered by trivial Do not prepare in advance school Find details but skip the big picture Difficulty taking actions needed to achieve goals .
aving to buy the desired item, learning to get good grades, etc.
Work is a mess Based on Table 2, the self monitor component contains the word 'stuck on'.
According to the online Cambridge Dictionary, the word 'stuck on' means Aosangat tertarik'.
The translator uses the word AocaptivatedAo which means Aoterpesona/terpikatAo.
Therefore the two words can be understood to have the same meaning.
In the emotional control component there is the word 'outbursts'.
According to the online Cambridge Dictionary, the word 'outbursts' means the emergence of strong emotional expressions, especially anger.
The translator uses the word 'easily angered' which means Aomudah marahAo.
Therefore the two words can be understood to have the same meaning.
In the plan/organized item number 7 component there is the word 'plan ahead'.
According to the online Cambridge Dictionary, the word 'plan ahead' means 'to plan in The translator uses the word 'prepare in advance' which means Aomempersiapkan terlebih dahulu'.
Therefore the two words can be understood to have the same meaning.
In the component plan/organized item number 15 there is the sentence 'Gets caught up in details and misses the big picture'.
The sentence means Aomendapat rincian dan melewatkan gambaran besar'.
The translator uses the phrase 'Find details but skip the big picture' which means Aomenemukan detil tetapi melwatkan gambaran besarAo.
Therefore the two words can be understood to have the same meaning.
In the component plan/organized item number 59 there is the word 'carrying out the actions' which means doing activities.
The translator uses the word 'taking actions' which means Aomengambil tindakanAo.
Therefore the two words can be understood to have the same Page | 32 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA Next, on the task monitor component there is the word 'sloppy'.
According to the online Cambridge Dictionary, the word 'sloppy' means Aokacau/berantakanAo.
Meanwhile, the translator uses the word 'mess' which means AokacauAo.
Therefore the two words can be understood to have the same meaning After the Indonesian version of the executive functions rating scale is completed, the next step is to conduct pretesting.
The trial was conducted on seven kindergarten teachers to find out whether the instructions and items on the scale could be understood well by the The results show that the entire sentence of each item on the scale can be understood its meaning.
The result is an Indonesian version of the executive functions rating scale which is ready to be tested on a large number of samples to determine the reliability and validity of the scale Reliability and validity test results The distribution of items on the Indonesian version of the executive functions assessment scale can be seen in Table 3.
Table 3.
Distribution of the Indonesian version of the Executive Functions Rating Scale Items Components No item
Amount
Inhibit
1, 10, 16, 24, 30, 39, 48, 62
Self monitor
Emotional control
4, 13, 20, 26, 2, 11, 17, 31, 40, 49, 58,
6, 14, 22, 27, 34, 43, 51, 56
Initiate 9, 38, 50, 55, 61
Working memory 3, 12, 19, 25, 28, 32, 41, 46
Plan/Organize 7, 15, 23, 35, 44, 52, 57, 59
Task Monitor
5, 21, 29, 33, 42
Oganization of materials 8, 37, 45, 47, 53, 63 Total Based on Table 3, it can be seen the distribution of items from the eight components of the scale.
From a total of 63 items, there is an Infrequency item component which consists of three items, namely items number 18, 36, and 54.
These three items are used to determine the condition of children that should not normally occur.
In the executive functions rating scale test, there are 60 items out of eight components, there are 56 items that have a reliability index above 0.
300 with an index size of 0.
319 to 0.
The details of the reliable items are described in Table 4.
There are four items that have a reliability index below 0.
300, among others, the item on the initiating item component number 9 with a correlation index of items with a total of 265, the working memory component item number 28, which is 0.
288, the plan/organize component item number 23 which is 0.
219 and item number 35 which is 0.
Item number 9 says AoBukan anak yang bisa memulai sesuatu sendiriAo.
Item number 28 reads AoSulit mengingat, bahkan dalam beberapa menit sajaAo.
Item number 23 reads AoMemiliki ide bagus tetapi tidak menyelesaikan pekerjaan .
idak memiliki tindak lanju.
Item number 35 reads AoPunya ide bagus tapi tidak bisa menuliskannyaAo.
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GUIDENA Table 4.
Indeks reliabilitas (Korelasi aitem dengan tota.
aitem skala penilaian executive functions versi Bahasa Indonesia setelah diujikan Components No Item
CITC
Amount
of item
Inhibit
1, 10, 16, 24, 30, 39, 48, 62
0,547 - 0,794
Self monitor
0,314 - 0,755
Emotional control
4, 13, 20, 26, 2, 11, 17, 31, 40, 49,
58, 60
6, 14, 22, 27, 34, 43, 51, 56
0,516 - 0,713
Initiate 38, 50, 55, 61
0,319 - 0,698
Working memory 3, 12, 19, 25, 32, 41, 46
0,424 - 0,739
Plan/Organize 7, 15, 44, 52, 57, 59
0,416 - 0,735
Task Monitor
5, 21, 29, 33, 42
0,474 - 0,738
Oganization of materials 8, 37, 45, 47, 53, 63
0,344 - 0,682
CITC: corrected item-total correlation In the item infrequency component, the correlation value of items with the total for item number 18 is 0.
036, item number 36 is 0.
318, while number 54 is 0.
In item number 18, 86% of the subjects rated 'never'.
In item number 36, 81% rate 'never'.
Furthermore, in item number 54, 85% rate 'never'.
The percentage where the child is assessed as 'never' is because these items are meant to see something that usually never happens to children.
Item number 18 was written AoLupa namanya sendiriAo.
Next item number 36 is AoKesulitan menghitung sampai tigaAo.
While item number 54 reads AoTidak bisa menemukan pintu depan rumahAo.
Furthermore, the reliability value of the Indonesian version of the executive functions assessment scale itself tends to be high at 0.
965, and is in line with research which shows that the reliability of the BRIEF 2nd scale is in the high category, which is 0.
98 (Hendrickson & McCrimmon, 2.
The reliability value of each component of the executive functions rating scale also tends to be high, namely 0.
701 to 0.
Details of the reliability of the scale can be seen in Table 5.
Table 5.
The results of the Alpha reliability coefficient on the Indonesian version of the executive functions rating scale
Components Alpha reliability coefficient Inhibit
0,889
Self monitor
0,848
Emotional control
0,899
Initiate 0,720 Working memory 0,822 Plan/Organize 0,701 Task Monitor
0,783
Oganization of materials 0,799 Furthermore, the correlation test between each of these components shows a high level of correlation between components.
The highest correlation is between the inhibit component and the self monitor, which is 0.
While the lowest correlation is between Page | 34 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA the components of emotional control and organize, which is 0.
More complete correlation test results between components can be seen in Table 6.
Table 6.
Correlation test results between components Inh
Ini Inh
,827**
,792**
,554**
,626**
,713**
,695** ,591**
,729**
,701**
,669**
,813**
,809** ,791**
,389**
,527**
,565**
,549** ,492**
Ini ,662** ,707** ,684** ,697** ,589** ,705** ,572** ,813** ,799** ,731** Inh: inhibit.
SF: self monitor.
EC: emotional control.
Ini: initiate.
WM: working memoy.
Pl:
TM: task monitor.
Or: organize.
**.
Correlation is significant at the 0.
01 level .
-taile.
Adaptation of executive functions assessment tools for preschoolers is necessary.
This is due to the gap between research needs and the availability of measuring instruments in Indonesian.
The researcher decided to adapt the executive functions measuring tool for preschool children, namely the Behavioral Rating Inventory Executive Functions (BRIEF) developed by Gioia et al.
The stages and criteria for adaptation were adjusted according to the procedure for adapting the cross-cultural measuring instrument from Beaton et al.
In general, the scale of the adapted version is capable of being translated and meets the equivalence of the scale of the original version.
One of the obstacles in the translation process of this scale is the existence of words in several items which are interpreted differently by the translators.
There were 12 items that were translated differently by the two translators between items numbered 5, 7, 15, 17, 19, 21, 23, 35, 37, 38, 48, 63.
The different translation items from the two translators were then synthesized.
This is to look for similarities and differences until finally an agreed translation is obtained.
At the back translation stage, there are differences in sentences in 6 items, including numbers 5, 7, 14, 15, 17, 59.
However, from the results of discussions with experts, including linguists, measurement experts, child development experts, and psychology lecturers who understands EF, it is known that there is an equivalence of meaning between the original scale and the scale that has been back translated into the original language .
ack translatio.
So, based on the results of the back translation process, it was concluded that the items on the executive functions assessment scale in Indonesian have the same meaning or meaning as those on the original version scale.
It is important to note that in adapting the language to the scale, it is also necessary to pay attention to the cultural context in which the scale will be used.
If the item to be adapted turns out to be different from the environmental and cultural conditions in which the scale will be applied, then the item needs to be adapted to the local environmental and cultural conditions.
Item changes are only limited to adjusting the context of the sentence to suit the environmental and cultural conditions in which the scale will be used.
However, item changes still refer to indicators and the core purpose of the original item.
At the trial stage on seven kindergarten teachers, the results showed that all sentences from each item on the scale could be understood well.
In testing the executive Page | 35 GUIDENA: Jurnal Ilmu Pendidikan.
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- ISSN: 2442-7802 (Onlin.
GUIDENA functions rating scale with a larger sample, there are four items that have a reliability index 300, including items numbered 9.
23, 28, 35.
These items are less reliable.
This may be due to expressions that are difficult to understand by the rater to assess whether or not it is appropriate to the subject being assessed, so that improvements are needed for these items so that they are easier to understand later.
Based on this analysis, it shows that language plays an important role in the existence of cultural differences.
The correlation test between each component shows a high degree of correlation between components.
The highest correlation is on the inhibit component with self monitor.
This may happen because inhibition itself is a child's ability to control impulses, control attention, behavior, thoughts, and/or emotions (Diamond, 2.
While self-monitoring is the ability of children to monitor, observe and evaluate their behavior.
This is what allows these two components to be correlated because they both require the ability to control thoughts and behavior.
This condition is in line with previous research which states that the top two components that have the highest correlation are inhibit and self-monitor (Amani et al.
, 2.
While the lowest correlation is between the components of emotional control and This may be because the subjects of this study were preschoolers.
At that age they are still in the preoperational stage with egocentric characteristics and do not yet have a good ability to organize abstract things.
The adaptation of the executive functions assessment scale into Indonesian has been carried out according to the cross-cultural adaptation procedure of Beaton et al.
, however, the development of this measuring instrument still has limitations.
This adapted scale still requires validation from other researchers so that this scale has a higher level of validity and reliability.
Validity testing in the form of confirmatory factor analysis needs to be carried out in future studies, involving a larger sample of participants.
The translation process can also involve more professional translators according to competency criteria in the field of language and executive functions, so that the results of scale adaptation are much more valid and reliable.
CONCLUSION
After going through several stages in the language and culture adaptation process as well as validity and reliability tests, it was found that 60 items out of eight components in the Indonesian version of the executive functions rating scale, there were 56 items that had a high total item correlation index, and 4 items had item correlation with low total.
The reliability value of the scale is 0.
This shows that the Indonesian version of the executive functions rating scale is reliable to use.
Page | 36 GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA
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Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA Funding Penelitian ini didanai oleh Penelitian Revitalisasi Visi Institusi (PRVI).
Lembaga Penelitian dan Pengabdian kepada Masyarakat.
Universitas Muhammadiyah Magelang.
Acknowledgments