Literacy dimension in physical education: analysis of construct validity instrument

This research aims to test the dimension of literacy in physical education in students at Singaperbangsa Karawang University. Research is conducted using quantitative approaches with survey methods. The population in this study was all student-athletes in various sports at Singaperbangsa Karawang University which amounted to 721 people. The study sample was determined using proportional random sampling techniques totalling 342 people. The dimensions of physical literacy used are the dimensions of variation and utilization of books (BK), dimensions of variation and use of scientific articles (WM), dimensions of variation and utilization of technology (TECH), and dimensions of environmental variation (LK) . Data analysis used is Confirmatory Factor Analysis (CFA) with Second-Order Confirmation Factor (SOCF) with Lisrel program version 8.80. Data analysis showed that the literacy scale developed for physical learning is a valid and reliable scale and consists of 15 indicators. The dimension of variety and use of writing materials is the most dominant in shaping college student literacy.


INTRODUCTION
Physical learning is a complex educational process through the medium of physical activity that focuses on achieving all domains of learning objectives consisting of cognitive, affective, and psychomotor domains. (Pasaribu, 2016), simultaneously developed in a quality learning design (Kanca, 2018). Education in Indonesia must play a role in preparing human resources through the educational process, where physical education is an integral part of achieving these goals (Abildsnes et al., 2015;Nugroho et al., 2018;Nurkholis, 2013). In addition, the problems in physical learning to date have never subsided and are Jurnal SPORTIF: Jurnal Penelitian Pembelajaran,7 (2)  multidimensional, for example, related to student literacy skills in the learning process that have not been maximally measured. Whereas in the international world, physical literacy has begun to develop and be developed because it has an important role in the physical, psychological, behavioural, attitude, and social development and growth of school children (Edwards et al., 2017;Neibert, 2013). In Indonesia, the attention to developing physical literacy in various activities has not been seen, but it is this concept that frames the objectives of physical activity education in the curriculum (Dinham & Williams, 2019).
Literacy in contemporary contexts is defined as being knowledgeable and able to construct, represent and communicate meaning in various contexts by using conventions and symbol systems from a particular field or subject (Dinham & Williams, 2019;Gustian, 2020;Park, 2017). Literacy is a symbol, system and sound system that contains meaning. Literacy activities are important to do to get information that suits our interests. Physical literacy is the foundation for the formation of behaviour, awareness, understanding of active lifestyles, pleasure in doing activities, the ability to identify, understand, interpret, respond effectively in the use of body movement abilities in a wide and varied context (Scott et al., 2021;Tremblay & Lloyd, 2009). Physical literacy can also be said as motivation or confidence in forming competence, knowledge and understanding in being responsible for the involvement of lifelong physical activity (Whitehead, 2019). This makes literacy an important part of human life towards a better quality of life.
The education system in several developed countries has integrated physical literacy into their educational curriculum, starting from early childhood education, including Australia (Dinham & Williams, 2019).
Physical literacy is considered as one of the most important life skills so that a person can participate actively in society (Roetert & Jefferies, 2014), so that physical literacy needs to be developed in everyone (Roetert & Couturier, 2015). Physical literacy is the development of movement skills and self-confidence so that they have the motivation and ability to understand, believe in their abilities, apply a healthy lifestyle with an active lifestyle, and have good movement skills (Gustian, 2020). Physical literacy is seen as an important life skill for active participation in society (Roetert & Jeffries, 2014;Basoglu, 2018) and should be seen as an important factor in developing all students in educational settings (Roetert & Couturier, 2015). Physical literacy momentum comes mainly from within the field of physical education. Scott et al., (2021) explained that physical literacy is not the same as physical education nor does it replace it.
Physical literacy is the goal of a physical education curriculum that provides a strong philosophical basis and unifies a research and development platform for an inclusive physical education curriculum model that aims to develop each child's physical and active lifestyle adoption throughout the ages.
Construct validity is an operationalized concept so that it can be measured through empirical observation (Baskarada, 2014). Recent philosophy has paid attention to the logic of justification of measures, such as construct validation, but not to the question of what it means for an instrument to be a valid construct measure. The salient approach bases validity on the existence of a causal relationship between attributes and their detectable manifestations. Some of its proponents claim that validity does not depend on pragmatics and research context (Philippi, 2020). This construct validity test also refers to research conducted in proving that literacy is an important part of physical activity (Giblin et al., 2014;Li et al., 2020;Yılmaz & Kabak, 2021). Therefore, a study of construct validity is needed to provide scientific theoretical evidence in applying literacy to physics.
Based on the results of the construction of literacy theory in physical learning, it can be concluded that the implementation of learning literacy is important, especially in physical education. This is because physical education requires motivation and effort. Students' academic improvement is expected to know the level of literacy as the basis of the learning process. Therefore, a valid and reliable physical education literacy

METHOD
The quantitative approach used in this study was through a cross- The number of samples can be seen in Table 1, while the instrument grid is in Table 2.

Febi Kurniawan, Dhedhy Yuliawan
Literacy dimension in physical education: analysis of construct validity instrument according to Hair et al., (2014), SOCF is the CFA of a construct that has several dimensions of the construct as measured by its indicators. The Estimation of the reliability of literacy instruments in physical education is carried out using composite reliability and construct reliability.
The estimation of the composite reliability of literacy instruments in physical education was analyzed using the Alpha formula from Cronbach, namely as follows (Retnawati, 2016). The above criteria are used as a reference to state the construct. Good reliability refers to if the construct reliability coefficient must be 0.6 then the literacy instrument in physical education meets good criteria.

Pre-analysis
The initial analysis was carried out on data consisting of 21 statements that represent the literacy dimensions in physical education.
The analysis is carried out by modifying the model by freeing several items that contain measurement errors to correlate. Based on these data, the results of the analysis obtained are as follows.   (Hair et al., 2014;Korkmaz, 2016). Based on these data, it can be seen that the goodness of fit value in the model has met the required interval, so it can be said that the model obtained is appropriate.
Furthermore, the construct validity test was conducted to determine the significance of the items in measuring the literacy dimension in physical education. Testing is done by looking at the value of the standardized factor loading and t-value. The value received in the test is more than 0.5 for the standardized factor loading and more than 1.96 for the t-value. The results of the construct validity test can be shown in the following secondorder CFA diagram.

Febi Kurniawan, Dhedhy Yuliawan
Literacy dimension in physical education: analysis of construct validity instrument

Reanalysis Results
Reanalysis was carried out on 15 items which were the results of the evaluation of the initial data analysis. The analysis is carried out by modifying the model by freeing some items that contain measurement errors to correlate with items. Based on the data analysis carried out, the following results were obtained.     The results of this study also show that the largest standardized factor loading value of the four literacy dimensions is the WM dimension: the dimension of variation and the use of scientific articles with a loading factor of 0.98. This shows that the WM dimension is the dominant dimension in shaping student literacy. The use of variety and the use of scientific articles improve literacy skills because they are well available.
Ease of access and easy access to the variety and use of scientific articles improves students' understanding and literacy skills (Thota & Berglund, 2016). So these results illustrate that student literacy in physical learning activities that involve several contexts will be able to increase student literacy levels in the physical learning process. The lowest loading factor value is the dimension of environmental variation (LK) with a value of 0.38.
This shows that the contribution of the LK dimension to student literacy in physical education is not large. The lack of sensitivity to the learning environment influences the literacy level of students (Durmus & Kinaci, 2021;Nunez & Clores, 2017).
Efforts to measure and improve physical literacy should be the main focus in sports education as an effort to improve physical activity skills, self-confidence, and understanding abilities (Roetert & Jefferies, 2014).
Appropriate and sustainable measurement of physical literacy can be the basis for educators/trainers (Roetert & MacDonald, 2015) in implementing learning and training systems that suit their needs. Thus, physical education must be aligned with the development of knowledge and technology, linking knowledge and behaviour change, and we must advocate for drastic changes in policies and curricula.