DOI: https://doi.org/10.14710/empati.2026.55582

PROPERTI PSIKOMETRIK SKALA PERCEPTIONS OF ACADEMIC STRESS: PENDEKATAN RASCH MODEL

1Fakultas Psikologi, Universitas Bosowa, Jl. Urip Sumoharjo No.Km.4, Sinrijala, Kec. Panakkukang, Kota Makassar, Indonesia

2Fakultas Psikologi, Universitas Negeri Makassar, Jl. Mapala Raya No.1, Tidung, Kec. Rappocini, Kota Makassar, Indonesia

Received: 10 Feb 2026; Published: 31 Aug 2026.

Citation Format:
Abstract

Stres Akademik adalah tekanan psikologis yang dialami oleh individu yang berkaitan dengan kegiatan akademik. Salah satu skala yang dapat digunakan untuk mengukur stres akademik adalah perception of academic stress scale. Tujuan penelitian ini adalah untuk melakukan pengujian properti psikometri dari perception of academic stress scale. Penelitian ini menggunakan pendekatan Confirmatory Factor Analysis (CFA) untuk menguji struktur faktor dari perception of academic stress scale. Hasil dari CFA kemudian dikombinasikam dengan menggunakan Rasch model dengan tujuan untuk mendapatkan informasi yang lebih detail mengenai item-item pada perception of academic stress scale. Populasi dalam penelitian ini adalah mahasiswa program sarjana yang berjumlah 320 responden (laki-laki = 90; perempuan 230). Metode pengambilan sampel yang digunakan adalah non-probability sampling dengan menggunakan teknik convinience sampling. Hasil penelitian menunjukkan bahwa model unidimensional dari perception of academic stress scale dengan menggunakan second order CFA terbukti fit dengan data. Hal ini kemudian didukung oleh temuan analisis Rasch di mana asumsi unidimensionality terpenuhi meskipun terjadi pelanggaran local independece. Selain itu, berdasarkan analisis Rasch terdapat satu item yang tidak sesuai dengan Rasch model. Meskipun demikian, perception of academic stress scale tetap memiliki reliabilitas yang baik.  Secara umum, perception of academic stress scale dapat digunakan untuk mengukur stress akademik mahasiswa Indonesia.

Fulltext View|Download Email colleagues
Keywords: cfa; rasch model; stres akademik

Article Metrics:

Article Info
Section: Research Articles
Language : ID
  1. Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Research and Review, 4(2), 63–70
  2. Ahmed, S. F., Jannat, T., & Chowdhury, M. S. (2022). Assessment of normality assumption in psychological research: Implications for parametric testing. Journal of Social Science Research, 18(1), 45–56
  3. Aihie, O. N., & Ohanaka, B. I. (2019). Academic stress and coping strategies among university students. Journal of Educational Psychology and Counseling, 4(1), 12–21
  4. Aina, M., & Wijayanti, D. (2019). Academic stress and student adjustment in higher education. Journal of Educational Research and Evaluation, 3(2), 87–95
  5. American Psychological Association. (2014). Standards for educational and psychological testing. APA
  6. American Psychological Association. (2024). APA dictionary of psychology. APA Publishing
  7. Aryadoust, V., Ng, L. Y., & Sayama, H. (2020). A comprehensive review of Rasch measurement in language assessment. Language Testing, 37(2), 203–240. https://doi.org/10.1177/0265532220927487
  8. Baş, G. (2021). The relationship between adolescents’ mental health and academic achievement: A meta-analysis study. Journal of Educational Psychology, 113(2), 235–251. https://doi.org/10.1037/edu0000466
  9. Barbayannis, G., Bandari, M., Zheng, X., et al. (2022). Academic stress and mental well-being in college students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13, Article 886344. https://doi.org/10.3389/fpsyg.2022.886344
  10. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
  11. Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). Routledge
  12. Brown, T. A., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage
  13. Christensen, K. B., Makransky, G., & Horton, M. (2016). Critical values for Yen’s Q3: Identification of local dependence in the Rasch model using residual correlations. Applied Psychological Measurement, 41(3), 178–194. https://doi.org/10.1177/0146621616677520
  14. Chou, Y. T., & Wang, W. C. (2010). Checking dimensionality in item response models with principal component analysis on standardized residuals. Educational and Psychological Measurement, 70(5), 717–731
  15. Duche-Perez, A. B. (2024). Academic stress and mental health outcomes among university students: A systematic review. Journal of Mental Health and Education, 12(1), 1–15
  16. Holster, T., & Lake, J. (2016). A guide to Rasch measurement theory. Journal of Applied Measurement, 17(1), 1–16
  17. Linacre, J. M. (2018). Winsteps® Rasch measurement computer program user’s guide. Winsteps.com
  18. Lundgren, J. (2016). Stress, anxiety, and academic performance in higher education. Journal of Behavioral Sciences, 6(3), 45–57
  19. Oktarina, R., Retnawati, H., & Hadi, S. (2021). Confirmatory factor analysis in educational research: Concepts and applications. Journal of Educational Measurement and Evaluation, 5(1), 1–12
  20. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
  21. Putra, M. D. K., & Retnawati, H. (2020). Evaluating item fit in Rasch model analysis. Journal of Research and Evaluation in Education, 6(2), 90–99
  22. Topper, E. F. (2007). Stress in the library workplace. New Library World, 108(11/12), 561–564. https://doi.org/10.1108/03074800710838290
  23. Umar, J. (2000). Pengantar psikometri. Pustaka Pelajar
  24. Umar, J., & Nisa, H. (2020). Validitas konstruk dalam pengembangan instrumen psikologi. Jurnal Psikologi, 17(2), 101–112
  25. Wijanto, S. H. (2008). Structural equation modeling dengan LISREL 8.8. Graha Ilmu
  26. Wong, J. G. W. S., Cheung, E. P. T., Chan, K. K., Ma, K. K., & Tang, S. W. (2006). Web-based survey of depression, anxiety and stress in first-year tertiary education students in Hong Kong. Australian & New Zealand Journal of Psychiatry, 40(9), 777–782. https://doi.org/10.1080/j.1440-1614.2006.01883.x
  27. Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. MESA Press
  28. Yen, W. M. (1984). Effects of local item dependence on the fit and equating performance of the three-parameter logistic model. Applied Psychological Measurement, 8(2), 125–145
  29. Zhang, C., Shi, L., Tian, T., Zhou, Z., Peng, X., Shen, Y., & Ou, J. (2022). Associations between academic stress and depressive symptoms mediated by anxiety and hopelessness among college students. Psychology Research and Behavior Management, 15, 547–556. https://doi.org/10.2147/PRBM.S353778
  30. References of the journal GUIDENA have been written following the format APA (American Psychological Association) 7th Edition (Current Edition). Writing References should use reference managers such as Mendeley, EndNote, Zotero, or others

Last update:

No citation recorded.

Last update:

No citation recorded.