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The What Is Happening In this Class? (WIHIC) questionnaire is a multidimensional measure for assessing the classroom learning environment based on student perspectives. The purpose of this study was to validate an Indonesian version of WIHIC and to assess the instrument's psychometric properties by using confirmatory factor analysis (CFA) and the Multidimensional Partial Credit Model (MPCM), one of the family of Polytomous Rasch model. The Indonesian WIHIC was administered to 962 high school students (368 male, 594 female), aged 14-18 years, in Jakarta, Indonesia. Results from the CFA model comparison showed that the 7-dimensional factor structure of WIHIC was satisfactory. We performed MPCM and found that this model fit the data of the Indonesian WIHIC reasonably well. Moreover, the estimated Rasch person separation reliabilities of each subscale showed that WIHIC has good internal consistency (0.87 to 0.96). The Indonesian WIHIC questionnaire appears to be a valid and reliable tool for assessing the classroom learning environment in Indonesian high school students.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value [greater than or equal to]0.30 and t-value [greater than or equal to]1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

Career orientation plays an important role in determining a student's future employment status. However, little is known about the extent to which parent and counselor roles influence the career orientation of their students or children. This study examines the influence of adolescent-parent career congruence and the role of guidance counselors in career orientation. The Adolescent-Parent Career Congruence Scale, Counselor Role in Vocational Guidance Scale, and Career Orientation Inventory Scale were used for data collection. This study selected a sample of 278 students, aged 15-18 years old, using a purposive sampling technique. The participants all attended Senior Secondary School or Vocational High School in Jakarta, Indonesia. Multiple regression and Confirmatory Factor Analysis (CFA) were performed to analyze the data. The results of multiple regression analysis indicate that both adolescent-parent career congruence and role of guidance counselors have a significant positive correlation with student career orientation. This study has practical implications for school counselors who provide vocational guidance services to students.

The purpose of this study comprises (1) calibrating the Basic Statistics Test for Indonesian undergraduate psychology students using the Rasch model, (2) testing the impact of adjustment for guessing on item parameters, person parameters, test reliability, and distribution of item difficulty and person ability, and (3) comparing person scores after adjustment for guessing with original analysis results. Adjustment for guessing was performed using the Rasch model-based method with a "tailored analysis." Participants were 488 undergraduate psychology students (221 male, 267 female; mean age = 18.86, SD = 0.49) in Indonesia. The Rasch analysis results show that the assumptions of unidimensionality and local independence of the Basic Statistics Test are met. However, the two items do not fit the Rasch model on the original or tailored analysis. Comparing the original and tailored analyses shows that adjustment for guessing impacts the item parameters, person parameters, reliability, and distribution of item difficulties and person abilities. With the university's minimum pass-levels (MPL) based on total scores (scores > 60), adjustment for guessing resulted in more respondents passing the MPL. Thus, adjustment for guessing is recommended for making pass-fail decisions based on a predetermined MPL. Implications and suggestions for future research are discussed.