VALIDITY AND RELIABILITY OF AN INSTRUMENT MEASURING TEACHER DIGITAL EDUCATION

This study aims to measure the validity and reliability of the Digital Education Measurement Instrument (DEMI) in assessing the level of digital education among teachers. Digital education encompasses aspects of knowledge, skills, values, and the integration of technology in teaching and learning (T&L). Although technology is increasingly being integrated into T&L, the Ministry of Education Malaysia’s Digital Education Policy report (2023) indicates that more than half of the teachers remain at a basic level of digital competency, which could directly impact learning effectiveness. Moreover, existing instruments place less emphasis on value elements and the integration of T&L within a single framework, highlighting the need for a more comprehensive measurement tool. This study employs a survey research design using quantitative data. Qualitative data was collected through the administration of DEMI to teachers. DEMI consists of four main constructs: Digital Technology Knowledge (PTD), Digital Technology Skills (KTD), Digital Technology Utilization Values (NTD), and Teaching and Learning Using Digital Technology (PdPTD). The results of the Exploratory Factor Analysis (EFA) using Principal Component Analysis (PCA) with Varimax rotation identified four main factors explaining 72.24% of the total variance. The Kaiser-Meyer- Olkin (KMO) value was 0.87, indicating a high measure of sampling adequacy, while the Cronbach’s Alpha reliability coefficient was 0.92, demonstrating strong internal consistency. Two items were removed during this analysis, leaving 100 items ready for the next phase. These findings support the use of DEMI as a valid and reliable instrument for assessing the level of digital education among teachers.