Research and Evaluation in Education, 2(2), 2016, 108-121

Available online at: http://journal.uny.ac.id/index.php/reid

Research Article

THE MEASUREMENT MODEL OF HISTORICAL AWARENESS

*1Aisiah; 2Suhartono; 3Sumarno

1
Faculty of Social Sciences, Universitas Negeri Padang, Jln. Prof. Dr. Hamka, Air Tawar, Padang,
25131, Sumatera Barat, Indonesia
2
Faculty of Cultural Sciences, Universitas Gadjah Mada, Jl. Nusantara 1, Bulaksumur,
Caturtunggal, Depok, Sleman, 55281, Yogyakarta, Indonesia
3
Graduate School of Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Karangmalang,
Caturtunggal, Depok, Sleman, 55281, Yogyakarta, Indonesia

Abstract
The study aimed to develop a measurement model of historical awareness through a research and
development model adopted from the Plomp model. Historical awareness was measured through
four components, namely: knowledge of historical events, understanding of historical research
method, meaning of historical events, and usefulness of history. The development procedures of
the development model included a preliminary investigation in the form of literary study about
the constructs of historical awareness. In the design stage, the researcher designed a conceptual
model and a hypothetical measurement model about historical awareness. Then, the researcher
performed a test construction namely assembling the test instrument for measuring historical
awareness. Eventually, the researcher administered a test, did evaluation and made revision. The
test in the study referred to the empirical testing of the instrument, while the evaluation in the
study referred to the efforts to identify the obstacles that the participants encountered within the
empirical testing of the instrument in order to revise it. The empirical testing of the instrument
involved history teacher-candidates at Universitas Negeri Yogyakarta and Universitas Negeri
Padang. The data were gathered through the test by using the measurement instrument in the
form of associative multiple choice test. For the construct analysis, the researcher implemented
confirmatory factor analysis by means of Lisrel 8.80 program. The results of the analysis show
that the χ2 = 121.98, the p-value = 0.11, RMSEA = 0.043. In other words, the measurement
model of historical awareness that had been developed was supported by the empirical data.
Keywords: historical awareness, measurement model, knowledge of historical event, historical research method,
meaning of historical event, usefulness of history

How to cite item:

Aisiah, A., Suhartono, S., & Sumarno, S. (2016). The measurement model of historical awareness. Research
and Evaluation in Education, 2(2), 108-121. doi:http://dx.doi.org/10.21831/reid.v2i2.8399

*Corresponding Author.
e-mail: [email protected]

Research and Evaluation in Education

ISSN 2460-6995
 Research and Evaluation in Education

Introduction ry education (history teaching). Kartodirdjo

(1993, p.51) asserts that historical subject has
This article reviews the measurement
a socio-cultural function to encourage histori-
model of historical awareness. The intended
cal awareness. Historical awareness is a key
measurement model is an effort to make a
concept that has been very important and
measurement model from a latent variable
significant in historical didactic (Thorp, 2014,
(historical awareness) through components or
p.iv; Korber, 2015, p.1). People who are
indicators presented in the form of a path
studying history will have the ability to com-
diagram. The concept of historical awareness
pare the difference among periods, cultures
is defined as a condition or a reasoning pro-
and social systems (Ata, 2009, p.8). This
cess in which people recall the meaning and
ability is the manifestation of an individual’s
the usefulness of history. The constructs or
historical awareness.
the components of historical awareness in-
The teaching of history recently has not
clude four aspects, namely: Knowledge of
been successful in developing the historical
Historical Events (Pengetahuan Peristiwa Sejarah,
awareness of young generation. The condition
PPS), Understanding of Historical Research
needs a very serious attention. In the uni-
Method (Pemahaman Metode Penelitian Sejarah,
versity for example, there are some university
PMPS), Meaning of Historical Events
students who have not understood and even
(Pemaknaan Peristiwa Sejarah, MPS) and Useful-
comprehended the important meanings of
ness of history (Kegunaan Sejarah, GS). The
their nation’s history (Ministry of Education
four constructs of historical awareness are
and Culture, 2012, p.54). The emphasis on the
derived from the ideas of Indonesian histori-
factual knowledge is certainly ‘dry’ and does
ans such as Soedjatmoko, Ruslan Abdulgani,
not cover much of university students’ under-
and Sartono Kartodirdjo. Threfore, ideas and
standing of the exemplary values that are
a theoretical review regarding historical aware-
studied or researched in their final assign-
ness are constructed and elaborated as
ment. According to Mardapi (2007, p.5), the
follows.
teaching quality might be viewed from the
Historical awareness is possessed only
assessment results. Both aspects are related to
by human beings and, therefore, it has
one another and there should be continous
frequently been said that human beings are
improvement efforts.
historical creatures. Heller (1982, p.3) asserts
The assessment of historical awareness
that it is human beings throughout the world
of history teacher candidates seems to be
who can tell their history because human
missed from most lecturers’ attentions. Histo-
beings are those who understand the concept
rical awareness reflects the internalization
of ‘once upon a time.’ Human beings review
(Wineburg, 2006, p.48) of life values and the
and analyze their life history and their nations.
nationality that is reflected in historical events
The nations that do not understand their
history look like individuals who have lost taught by history teacher candidates at uni-
versity. In order to measure the condition of
their memories (suffering from amnesia/
historical awareness of history-teacher candi-
senile dementia) so that they should search to
dates, there should be a valid and reliable
find their identity throughout the darkness
measurement instrument.
(Kartodirdjo, 1993, p.50; Hariyono, 1995,
The measurement of historical aware-
p.1). In other words, a nation that does not
ness level among history-teacher candidates at
have historical awareness is a nation that has
university becomes an urgent demand regard-
lost its identity. Therefore, historical aware-
ing the fact that these history-teacher candi-
ness should always exist in every citizen as the
dates will be history-teachers who should
generation of a nation.
grow historical awareness among the students
Every citizen should develop historical
at middle school. Therefore, this study is
awareness in his or her nation and state life
intended to develop a measurement model of
(Rosenlund, 2011, p.1). The effort to develop
historical awareness.
historical awareness among the generation of
a nation might be pursued by means of histo-

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Constructs of Historical Awareness and their causal relationship (the cause and effect
among the historical facts); second, the loading of
Lukacs (1968, p.15) defines historical
our mind with the logics, namely the existence of
awareness simply as the past that has been
certain laws in history; and third, the
recalled (remembered past); meanwhile, Paska
improvement of our conscience by wisdom and
(2010, p.7) defines historical awareness in a
intelligence in order to reflect from the past
more in-depth manner such how people view
experiences.
the past. Historical awareness is a fundamen-
tal ability to recall and imagine the past events Abdulgani views historical awareness in
(Kolbl & Straub, 2001, p.8). According to relation to the knowledge, meaning, and use-
Lukacs (1968, pp.9-10), recalling the past fulness of history. According to Soedjatmoko
involves cognition and recognition that are (Ministry of Education and Culture, 2012,
closely related to the reasoning process or p.43), the concept of historical awareness is
activities. For Ankersmit (1987, p.354), his- related to the mental attitude, but it is more
torical awareness as the reasoning process is emphasized on the way an individual puts
marked by an awareness that the past depic- himself in front of the social truth and reality
tion as an intellectual discourse associated to within the perspective of present, past, and
the particular factual accuracy. future. According to Lapian (Ministry of Edu-
The constructs of historical awareness cation and Culture, 2012, p.42), historical
from the ideas and thoughts of several awareness is defined as historical clarification
Indonesian historians regarding the concept namely a study of: elementary matters such as
of historical awareness are formulated. Their who, what, when, where and why; the impres-
thoughts and ideas are presented in Table 1. sion of history and the function of history in
According to Abdulgani (Ministry of education.
Education and Culture, 2012, p.43), the defi- Leirissa (Ministry of Education and
nition of historical awareness is as follows: Culture, 2012, p.41) tends to simplify Lapian’s
idea regarding historical awareness; in his
Historical awareness is a mental attitude ... that
opinion, historical awareness serves as an
has been the strength to take active participation
understanding of the essence of the historical
in history dynamics. Historical awareness
study. Ayatroehadi (Ministry of Education
includes: first, the knowledge of historical facts

Table 1. The historians’ ideas and thoughts regarding the concept of historical awareness
Construct
Historians Definition of historical awareness
conclusion
Ruslan Historical awareness has been a mental attitude (strength) that covers the 1. Knowledge of
Abdulgani knowledge of historical facts and their causality, the historical logic and the Historical
improvement of conscience by wisdom and intelligence for reflecting the Events
past. 2. Understanding
Sartono Historical awareness will be improved by possessing historical knowledge, of Historical
Kartodirdjo historical mindedness and by being able to imagine the situation of past Research
history, cultural atmosphere, sentiment, idea, mentality, life style etc. Method
Soedjatmoko Historical awareness has been a mental attitude and a manner to put 3. Meaning of
oneself in front of the truth and the social reality in the perspective of Historical
present, past, and future. Events
Adrian Historical awareness is not independent on clarification, namely a historical 4. Usefuness of
Bernard study that entails the elementary aspects such as who, what, when, where History
Lapian and why, the historical impression, and function in the education and the
controversial aspects.
R. Z. Historical awareness is an understanding of the essence of historical study.
Leirissa
Ayatroehadi Historical awareness includes insight regarding history, the ideas within the
historical insight, the theoretical and methodological foundation of
historical study and the oral/written review regarding history.
Source: Kutoyo in Ministry of Education and Culture (2012)

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and Culture, 2012, p.42) in details view several aspects and has the function in form-
historical awareness as historical insights and ing historical awareness. Therefore, in this
ideas including historical knowledge, theore- research, the design of a conceptual system of
tical foundation and research methodology as historial awareness includes four components
well as oral and the written historical reviews. and this components are the hypothetical
The ideas of several historians might be constructs in developing the measurement
summarized into the definition that historical model of historical awareness. The four com-
awareness is a condition and reasoning pro- ponents as the hypothetical constructs of the
cess in which an individual recalls the mean- measurement model include: (1) knowledge of
ing of history and its usefulness. The meaning historical events; (2) understanding of histori-
of history refers to the terminology of history cal method; (3) meaning of historical events;
as past events and history as a science and and (4) usefulness of history (see Figure 1).
methodology in historical research/study. Figure 1 is the conceptual system of
Furthermore, another important aspect in his- historical awareness consisting of four con-
torical awareness is understanding the mean- structs (components) which become the basis
ing (significant meaning) of historical events in forming historical awareness. The appear-
in the form of values and impacts of historical ance of historical awareness starts from the
events and the usefulness of history in life. knowledge of historical facts and interrelated-
Various experiences from past events that ness among historical facts (Kartodirdjo,
have been studied give a certain meaning ac- 1986, p.9; Latief, 2006, p.49). Knowledge of
cording to certain interpretation. Eventually, historical events is the preliminary require-
the meaning will direct how history will be ment for establishing historical awareness
used in life. and, on the other hand, historical awareness is
The constructs of historical awareness very important and influences production of
are derived from the concept of historical historical knowledge (Gleencross, 2010, pp.1-
awareness according to historians’ thoughts 3). According to Budhisantoso (Ministry of
which has been presented in Table 1. The Education and Culture, 2012, p.22), the de-
operationalization of the concept of historical velopment of historical awareness should be
awareness is adopted from the reasoning conducted by expanding historical knowledge
manner of Greenberg (1991, p.7) who states and historical comprehension of cultural val-
that historical awareness as a conceptual sys- ues of a nation. Historical knowledge cannot
tem comprises interactive elements which be separated from the investigation process or
allows comprehension of temporal/historical the implementation of a research method.
experience and individual placement in time/ Historical knowledge is proved by the
history. robustness of historical research findings
In other words, historical awareness (Kreuzer, 2010, p.383). The results of histori-
defined as a conceptual system consists of cal studies might strengthen historical aware-

Understanding of Historical
Research Method

Knowledge of Historical Meaning of

Historical Events Awareness Historical Events

Usefulness of History

Figure 1. The constructs of historical awareness

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ness and even historical awareness might be 2003, p.58). The historical understanding is
the foundation in distinguishing facts from viewed from the limits of substantive know-
myths (Pompa, 1990, p.217) in the process of ledge and procedural aspects of history disci-
historical reconstruction. Historical awareness plines (Husband, Kitson & Pendry, 2003,
helps an individual trace the meaning reflect- p.58). Historical understanding includes an
ed in historical events. understanding of causality (Kitson, Husband
The meaning of historical events lies in & Steward, 2011, p.74). The students at the
the significance that people give to historical university use and produce information
events (Denison, 2011, p.47). The significance through texts and develop their skills in inter-
of historical event is shown by the values that preting historical knowledge and thoughts
have been reflected in the values that individ- (Paska, 2010, p.3). University students might
uals have in the past (Tucker, 2009,p.14) and put themselves into the consumers and the
impacts of those historical events. The ability producers of historical knowledge as they
to explore the significance of historical events look more deeply into historial studies.
and values that historical events contained
reflects the depth level of historical aware- Understanding Historical Research Method
ness. Historical awareness in this level does A historical research method refers to
not solely come from the knowledge of the the use of a sequence of scientific procedures
facts of historical events; instead, historical to verify historical evidences or sources
awareness in this level comes from the deep (Tosh, 2002, p.104). These procedures include
understanding of the significant meaning of topic selection, critics, internal and external
historical events. By recalling the past, an criticism, analysis and interpretation and
individual might act better in the upcoming presentation in the form of a composition
future (Pownal, 2007, p.26). The expectation (Kuntowijoyo, 2013, p.64). The topic selec-
is that an individual will not repeat the same tion should be in accordance with the interest
mistake that was made or experienced in the of the researchers. After the topic has been
past for the sake of the future. selected, the sources are collected (heuristics).
Historical sources are a number of his-
Knowledge of Historical Events torical materials that might enlight the story
Knowledge of historical events is the of human life/life inheritance and the results
knowledge about what (event) has occured in of human activities, both physically and non-
the past of human history or the knowledge physically (Suhartono, 2010, p.29). Historical
about historical facts and processes (Topolski, sources consist of primary and secondary
1976, pp.305-411). The essence of the know- sources. After the historical sources (docu-
ledge of historical events is explanation of his- ments) have been found, there are two as-
torical events together with the overall facts, pects that should be investigated, namely the
including ‘what,’ ‘who,’ ‘when,’ ‘where’, and authenticity and the credibility of the sources
‘how’ (Kartodirdjo, 1992, p.252; Grant, 2003, (Gottschalk, 1956, p.27). This process is call-
p.60). The knowledge of histori-cal events ed source criticism. A source criticism is a
does not lie on what aspects might inform the process of verifying or testing the accuracy of
future; instead, the knowledge of historical historical sources in the form of source
events lies on what aspects might inform the appropriateness (Sjamsuddin, 2012, p.102).
past (Elliott, 2003, p.24). The knowledge of The source criticism consists of internal and
historical events might be measured through external criticisms. The external criticism
what has been recalled regarding the facts that refers to the efforts to prove the source
have been learned (Grant, 2003, p.89). authenticity by investigating the physical
Intellectual curiosity regarding the mat- sources/testing the external aspects of histori-
ters of the past is one of the reasons why cal sources (Suhartono, 2010, p.6). Through
people learn and study history (Tosh, 1984, an external criticism, a researcher might iden-
p.21). Historical knowledge is one of the ele- tify the originality of historical sources from
ments of historical understanding (Grant, historical events that are investigated.

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On the other hand, an internal criticism building the meaning of a historical event is a
refers to the efforts to investigate the source matter that exceeds simple knowledge-based
credibility, whether the sources are trust- content (Russel & Pellegrino, 2008, p.3).
worthy or not, whether the sources are People might define or find the impor-tant
manipulated or not, whether the sources are meaning or significance of historical events by
biased or not, whether the sources are deceiv- understanding the complexity of the events.
ing or not, and the like, in order to under- Wineburg (2006, p.37) asserts that his-
stand the content of historical sources tory that is taught well will allow people to
(Suhartono, 2010, pp.36-37). The testing of have enormous capacity in understanding the
historical source credibility is a form of sec- meaning that enables them to form the world.
ond verification (second investigation) for Abdullah (Ministry of Education and Culture,
proving whether the historical sources are 2012, p.10) asserts as well that if historical
trustworthy or not (Kuntowijoyo, 2013, p.78). reconstruction is conducted through a selec-
Verification refers to justification, proofing, tion, then the establishment of historical
validation and confirmation for attaining the awareness will be very selective. The events
trustworthy information. The source verifi- that belong to historical awareness are proc-
cation is conducted by asking several logical essed by the value system that ultimately will
questions regarding a historical event and by be the basis of a historical view. History
comparing historical events to a number of provides not only meaning but also wisdom.
other data in relation to historical events, so History does not only memorize the
that the researcher can have the objective and past events, but also understand the meaning
reliable data in the process of interpretation. of these past events. Questions regarding the
Interpretation covers two elements: an historical meaning are those that always
analysis and a synthesis. An analysis refers to appear and are always questioned by human
elaboration, while a synthesis refers to uni- beings (Kartodirdjo, 1986, p.5). History might
fication (Kuntowijoyo, 2013, pp.78-79). After be said as having historical meaning if it can
the data have been found, they are then deliver human being to the discovery of fu-
analyzed and, therefore, historical facts can be ture aspects. Human conscience becomes the
revealed. People might have different opin- basis of self-awareness from the life experi-
ions in the analysis and the synthesis. Inter- ences in which historical meaning is reached
pretation is frequently known as the source of (Barash, 2003, p.109). Everyone may protect
subjectivity. This statement might be correct himself or herself by understanding what he
or incorrect. The statement might be correct or she has been done before and the signifi-
because without a historian’s interpretation cance of his or her action (Cohen, 1961,
the data will not be able to convey any infor- p.252). Past experiences become a useful
mation. On the contrary, the statement might guidance for encountering the future.
be incorrect if the historian is not honest
about the data and the information that he or Usefulness of History
she has attained. Subjectivity is admitted but History has multiple usefulness. People
should be avoided. Last but not least, the will not learn history if history does not have
historiography (composition) is the final stage any usefulness (Kuntowijoyo, 2013, p.15).
in historical research. The usefulness of history might be viewed
from theoretical and practical aspects. The
Meaning of Historical Events theoretical usefulness of history is related to
The meaning of historical events for the tendency of learning past events for the
people, objects, and events depends on the sake of intellectual-academic needs (scientific
value implementation in certain perspectives importance) of history (Latief, 2006, p.70).
(Barash, 2003, p.27). Meaning does not ap- History offers the best materials for intellec-
pear as a part of fact (Cohen, 1961, p.44). The tuality exercises. By learning and investigating
historical meaning is shown by the historical history, an individual will have wide under-
significance. The effort to train the capacity in standing and knowledge.

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All historical knowledge is based on the that become the basis for projecting the
practical needs of human beings (Mazabow, future and for predicting the upcoming events
2003, p.227). The practical usefulness of his- (Tosh, 1984, pp.1-4; Greenberg, 1991, p.38).
torical learning might be viewed from the The past experiences relevant to the present
educational, instructional, inspirational, and experiences in history will be the basis for for-
recreational aspects. History is useful for the mulating the actions toward the future (Tosh,
educational aspect and the lesson provision. 1984, p.21). The historical knowledge is useful
By learning history, people might find many as a matter of assistance for interpreting the
educational examples in the form of moral future (Sjamsuddin, 2012, p.139) and also for
actions and attitudes that should be attended equipping human beings with the discovery of
and avoided. History is also useful for serving recent awareness as well as for serving as the
as learning materials (Latief, 2006, pp.70-74; basis in projecting the recent abstraction
Sjamsuddin, 2012, pp.126-216; Kuntowijoyo, (Latief, 2006, p.45). Past experiences also
2013, pp.15-28; Tosh, 1984,p.7). By reading become the basis for anticipating every single
and reviewing history books, people will defi- possibility that might occur in the future.
nitely find the meaning and the significance
and the useful lessons from historical events. Measurement Model of Historical Awareness
History might even be a source of in- Measurement is assigning of numbers
spiration (Tosh, 1984, p.7). By reading various to individuals in systematic ways as a means
historical studies (autobiographies and bio- of presenting properties of the individuals or
graphies), an individual might attain inspira- an object (Allen & Yen, 1979, p.2; Mardapi,
tions where they want to go (Kuntowijoyo, 2012, p.5). The condition of an individual un-
2013, p.23). The inspiration might take the der measurement in the domain of education
form of ideas, concepts, spirits, motivation, is usually related to the learning results. In his-
and sacrifice that make people realize the life torical learning, the measurement of learning
obstacles and hindrances that they encounter results might be directed to the measurement
(Latief, 2006, p.72; Sjamsuddin, 2012, p.216). of historical awareness because it is one of the
People might see the past to find the solution historical learning results. The measurement
for the current problems (Gottschalk, 1956, of historical awareness should be conducted
p.172; Tosh, 1984, p.15). By learning history, in a specific model since there are so many
people will be creative in encountering the aspects that should be learned and contrib-
challenges of the century. uted to establishing historical awareness as
History provides opportunities to learn having been described from the theoretical
from the past experiences. History has been constructs regarding historical awareness.
the records of human experiences and human A measurement model shows the rela-
beings might obtain advantages from the tionship between one observed variable (indi-
multiple domain of science by learning past cator/response) to another that becomes re-
experiences (Gottschalk, 1956, p.30). History presentation of a latent variable (Schumacker
also provides enjoyment that gives the estheti- & Lomax, 2010, p.114; Khine, 2013, pp.5-7).
cal sense, which opens heart and feelings Ghozali (2008, p.127) states that a measure-
(Kuntowijoyo, 2013, p.25). The type of histo- ment model describes how good the indi-
rical work in the form of biography might be cators can be used as the measurement factors
turned into a joyful reading material that of latent variables (construct latent) such as
drives people to enjoy the nostalgic moments knowledge, behaviors, and attitudes.
of the past experiences (Latief, 2006, p.74; Hendryadi (2014, p.63) asserts that a
Tosh, 1984, p.9). By visiting historical sites, measurement model is an effort to create
people might sense the beauty of the life con- measurement modelling from the latent vari-
ditions in the past. ables through dimensions or indicators. In
The past experiences become the mir- more detail, Kusnendi (2008, p.98) states that
rors to view the future and compass to get to a measurement model as a form of variable
advancement. History is a set of experiences operationalization or research constructs be-

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comes the measurable indicators that will be developed based on the results of the theoret-
formulated into a certain path diagram. Khine ical review of historical awareness. Four com-
(2013, p.6) states that in a wider sense, a ponents of historical awareness in the model
measurement model determines how a theory have been found (see Figure 1).
will be operationalized as latent and observed The results of the theoretical review
variables. show that historical awareness is established
In this study, the design of the measure- by four aspects: knowledge of historical e-
ment model is developed from the theoretical vents, understanding of the historical research
knowledge/the empirical study and then hy- method, the meaning of historical events, and
pothesizes the relationship pattern between the usefulness of history. The indicators of
observed and latent variables. Next, the hy- each aspects is presented in Table 2. The
pothetical model was tested statistically by theoretical constructs of the com-ponents and
means of empirical data. Theory plays an indicators of historical awareness become the
important role in the construction of the basis of the developed hypothetical masure-
measurement model (Khine, 2013, p.41). The ment model, as presented in Figure 2.
measurement model of historical awareness is

Table 2. Components and indicators of historical awareness

Components Indicator
a. Knowledge of Historical Understanding the facts of historical events, including: what (event), who
Events (figure), when (period), where (place) and why (cause)
b. Understanding of Historical Identifying the procedures of conducting historical research, including:
Research Method heuristics, criticism, verification, interpretation and historiography
c. Meaning of Historical Finding the positive impact, the negative impact and the positive values of
Events historical events
d. Usefulness of history Identifying the usefulness of history theoretically and practically (instructional,
educational, inspirational, recreational and predictional usefulness)
Source: Lukacs, 1968; Kartodirdjo, 1986, 1992, 1993; Ministry of Education and Culture, 2012;
Sjamsuddin, 2012

Notes:
PPS : Pengetahuan Peristiwa Sejarah (Knowledge of Historical
Events)
PMPS: Pemahaman Metode Penelitian Sejarah (Understanding of
Historical Research Method)
MPS : Makna Peristiwa Sejarah (Meaning of Historical
Events)
GS : Kegunaan Sejarah (Usefulness of History)
Figure 2. The hypothetical measurement model of historical awareness

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Method variable might be considered valid for the

construct of the measurement (the latent vari-
This study implemented the research
able) if the loading factor values was above
and development method adapted from the
0.3 (Schumacker & Lomax, 2010, p.185).
model proposed by Plomp (1982, p.5). The
Then, the construct reliability was from the
procedure of the development of measure-
number of standard square of loading factor
ment model of historical awareness included
from each indicator and the number of error
preliminary investigation (literature study), de-
sign (formulating construct and hypothetical variances .
diagram of measurement model of historical The formula for measuring the value of
awareness), construction (making the mea- construct reliability coefficient in a simple
surement instrument) and testing (empirical manner proposed by Wijanto (2008, p.175) is
testing of the instrument). as follows:
Data gathering was conducted through
empirical testing. The developed instrument
of historical awareness was an associative
multiple-choice test which was designed for
history-teacher candidates as the research sub- Findings and Discussions
jects in empirical testing. The subjects in- The focus of the measurement model
volved history-teacher candidates at two uni- development of historical awareness is to test
versities: Universitas Negeri Yogyakarta and the validity and reliability of the instrument
Universitas Negeri Padang. The sample was constructs designed and to test the goodness
established by using stratified random sam- of fit of the measurement model tested. The
pling technique involving the first, third, and objective of the development is to obtain
fifth semester students in the Academic Year empirical evidence regarding the factors and
of 2014/2015. The total subjects in the indicators existed in the measurement model
empirical testing were 190 history teacher- of historical awareness.
candidates. The constructs of the measurement
instrument that was hypothesized consist of
Table 3. Details of research subjects
four factors and 19 indicators. The total
Universitas Universitas number of the test items is 90. The result of
University Negeri Negeri the confirmatory factory analysis shows that
Total
Yogyakarta Padang out of 90 items under analysis, there are 28
Semester I V I III V items that are invalid and insignificant (load-
45 27 28 48 42 ing factor < 0.3 and t-value < 1.96). The
Total 190
72 118 invalid test items are eliminated before doing
Source: Field data the reanalysis conducted through the modifi-
cation in accordance with the suggestions
The data were analyzed through the existed in the Lisrel software. The goodness
confirmatory factor analysis by using software of fit model is obtained from that. The distri-
Lisrel 8.80. This analysis was used to estimate bution of the changes on the items of the
the validity, reliability, and model fitness historical awareness test after the process of
formulated from the results of the theoretical reanalysis is presented in Table 4.
review. Khine (2013, p.6) asserts that the con- The testing of goodness of fit upon the
firmatory factor analysis is frequently imple- measurement model of historical awareness
mented in the measurement model testing. that had been tested prioritized to the com-
The validity and reliability of the measure- monly used one, including Goodness of Fit
ment model is shown by the validity and (GOF) by viewing Chi-Square (χ2) value (the
reliability of the measurement instrument that smaller χ2 value, the better the result would
has been tested. The construct validity was be) and the probability value (p-value) ≥ 0.05,
measured from the loading factor value RMSEA ≤ 0.08 (Wijanto, 2008, pp.54-62;
resulted from the factor analysis. An observed

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 Research and Evaluation in Education

Hair, Black, Babin, & Anderson, 2009, p.22). An important aspect that should be
The results of the second order confirmatory given attention to the measurement model is
factor analysis (2nd order CFA) show that the related to the validity and reliability of the
measurement model of historical awareness is measurement instrument constructs. The val-
supported by the empirical data based on the idity and reliability of the historical awareness
p-value criteria (≤ 0.08). These findings prove measurement model are shown by the value
that the measurement model of historical of loading factor in each indicator of four
awareness shows goodness of fit model and latent constructs of historical awareness. The
the hypothetical model is accepted. Thereby, results of 2nd order CFA as displayed in the
the measurement model of historical aware- Lisrel output (Fig. 3) show that the Standard-
ness resulted from the theoretical review is ized Loading Factor (SLF) value of the indi-
supported by empirical data. The measure- cators of latent variable in the measurement
ment model of historical awareness resulted model of historical awareness has met the
from the empirical testing is presented in requirements; SLF is significantly higher than
Figure 3. 0.3, with the t-value higher than 1.96 at the
significance level of 95%.

Table 4. Test item distribution of historical awareness instrument

Test Items
Aspects of the Instrument Preliminary Final
Eliminated Test Items
Instrument Instrument
Knowledge of Historical Events 1 to 20 1, 3, 6, 11 1 s.d 16
Understanding of Historical Research Method 1 to 25 1, 2, 3, 4, 5, 14, 14, 15, 1 s.d 14
16, 18, 19
Meaning of Historical Events 1 to 20 2, 3, 9, 14, 15, 19 1 s.d 14
Usefulness of History 1 to 25 3, 8, 10,16, 19, 20, 21, 25 1 s.d 18
Total 90 28 62
Source: Results of analysis data by using Lisrel software 8.80

Figure 3. Historical awareness measurement model resulted from the empirical testing
(Standardized)

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Research and Evaluation in Education

Table 5 shows the value of the loading coefficient of Composite Reliability (CR). The
factor in each indicator that has passed the composite reliability is known as multi-
empirical testing process. Overall, the loading dimensional reliability because the measured
factor values of all indicators range from 0.36 constructs are multidimensional and based on
to 0.72. The lowest loading factor value is the confirmatory factor analysis. The coeffi-
shown by the ‘kritik’ indicator of the PMPS cient of composite reliability explains the
latent variable (0.36), while the highest loading value of the indicator proportion in explaining
factor value is found in the ‘Gedu’ (educational the measured constructs (Margono, 2013,
usefulness) indicator from the GS latent vari- p.19). A study by Widhiarso & Mardapi (2010,
able (0.72). The t-value of all indicators ranges p.17) proves that the coefficient of composite
from 2.99 to 5.54 (> 1.96). Therefore, it can reliability had high accuracy in the multi-
be stated that the measurement instrument of dimensional model.
historical awareness in the form of associative The estimation of the coefficient of
multiple-choice test items has good construct composite reliability for the constructs of
validity and is valid for measuring historical historical awareness measurement model in
awareness. Table 5 ranges from 0.6 to 0.8. These coeffi-
The reliability of the measurement cients are acceptable as long as the validity
model of historical awareness is shown by the indicators of the model constructs are good

Table 5. The validity and reliability of the instrument construct

2nd Order CFA Construct Construct Reliability
Factor and Indicator
SLF* t-value Validity CR Decision
PPS Siapa 0.59 ** Good
Kapan 0.43 3.48 Good
0.7 Good
Dimana 0.69 5.02 Good
Mengapa 0.53 4.10 Good
PMPS Heuristik 0.63 ** Good
Kritik 0.36 2.99 Good 0.7 Good
Eksplanasi 0.59 4.68 Good
MPS DamPos 0.54 ** Good
DamNeg 0.41 3.16 Good 0.6 Acceptable
NilPos 0.53 3.86 Good
GS Gteo 0.64 ** Good
Ginst 0.47 3.89 Good
Gedu 0.72 5.54 Good
0.8 Good
Ginspi 0.49 4.05 Good
Grek 0.53 4.29 Good
Gpred 0.66 5.16 Good
Source : Results of data analyzed with Lisrel 8.8 software
*SLF : Standardized Loading Factor
** : Defined by default by Lisrel, t-value was not estimated
CR : Composite Reliability

Table 6. Results of overall goodness of fit model of historical awareness instrument

GOF Targeted Score Attained Score Note
2
χ statistics Expected to be small 121.98 Expected to be small
χ2 probability (p-value) ≥ 0.05 0.101 Good
RMSEA ≤ 0.08 0.045 Good
GFI ≤ 0.90 0.85 Good
AGFI ≥ 0.90 0.84 Quite good
CFI ≥ 0.90 0.96 Good
NFI ≥ 0.90 0.89 Good
Source: Results of data analyzed with Lisrel 8.80 software

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 Research and Evaluation in Education

(Hair et al., 2009, p.688). The coefficient of Ata, B. (2009). The Turkish prospective his-
CR for the dimension of PPS and of PMPS is tory teachers’ understanding of analogy
equal to 0.7, the coefficient of CR for the in history education. International Journal
dimension of MPS is equal to 0.6 and the of Historical Learning, Teaching and
coefficient of CR for the dimension of GS is Research, 8(1), 6-18.
equal to 0.8. Therefore, it can be stated that Barash, J. A. (2003). Martin Hiedegger and
the measurement instrument of historical problem of historical meaning. New York,
awareness might provide reliable or trust- NY: Fordham University Press.
worthy results.
The results of overall goodness of fit of Cohen, M. R. (1961). The meaning of human
the model show that the developed mea- history. Chicago, IL: The Open Court.
surement model of historical awareness theo- Denison, B. J. (2011). History, time, meaning and
retically is supported by empirical data. The memory: Idea for sociology of religious.
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is presented in Table 6.
Elliott, J. (2003). The limits of historical
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25. doi:10.1017/S1062798703000036
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awareness is valid and reliable and fit to the Teori, konsep, dan aplikasi. Semarang:
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Gottschalk, L. (1956). Understanding history: A
the loading factor values of all indicators in
premier of historical method. New York,
the measurement model of historical aware-
NY: Alfred A. Knopf.
ness ranges from 0.36 to 0.72. The reliability
of the measurement model of historical Grant, S.G. (2003). History lessons: Teaching,
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