Empirical Validity of an Instrument for Assessing a Multiliteracy-Based Poetry Transformation Learning Model: A CFA Study in Indonesian Higher Education
DOI:
https://doi.org/10.17507/jltr.1605.32Keywords:
empirical validity, multiliteracy-based poetry, learning model, CFAAbstract
The digital transformation of literacy education in the 21st century has created an urgent need for validated learning models that bridge traditional poetry appreciation and digital multimodal literacy. This study presents an innovative multiliteracy-based poetry transformation learning model that integrates digital competencies with literacy analysis. This study aims (1) to develop poetry transformation instruments and (2) to identify the key aspects of implementing the poetry transformation learning model. The study sample consisted of 96 students from three Indonesian higher education institutions. This research employs a quantitative approach using a survey design. Data collection utilizes a poetry transformation questionnaire instrument. Data analysis techniques demonstrate empirical validity using Confirmatory Factor Analysis (CFA). The findings of this study reveal that 1) the construction of poetry transformation instruments, covering five aspects, is considered valid and reliable; 2) the syntax aspect emerges as a key factor in the poetry transformation learning models; and 3) the quality of work is the most important indicator in the syntax aspect.
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