Integrated Measurement Model of Geometry Knowledge and Construction Skills for Kindergarten Children: Evidence from Structural Equation Modeling
DOI:
https://doi.org/10.31000/ceria.v15i2.16068Kata Kunci:
Geometry Knowledge, Construction Skill, SEMAbstrak
This study aims to develop and validate geometry recognition instruments in Kindergarten (TK) children using the Structural Equation Modeling (SEM) approach assisted by AMOS. The research method uses a Research and Development (R&D). Data analysis included the assessment of standardized factor loadings, Composite Reliability (CR), Average Variance Extracted (AVE), and goodness-of-fit indices, including Chi-square/degrees of freedom (CMIN/DF), Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), and Root Mean Square Error of Approximation (RMSEA). The results of the analysis showed that the measurement model had a good goodness of fit (Chi-square/df < 3; CFI > 0.90; RMSEA < 0.08). All indicators have a loading factor value of > 0.50 and significant (p < 0.05), the validated measurement model provides a comprehensive and psychometrically sound instrument for assessing geometric competence in kindergarten children and offers a valuable framework for supporting research, classroom assessment, and evidence-based instructional practices in early childhood mathematics education.
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