ADAPTASI DAN EVALUASI PSIKOMETRIK LAKAEV ACADEMIC STRESS RESPONSE SCALE-2 (LASRS-2) DALAM BAHASA INDONESIA
DOI:
https://doi.org/10.51878/paedagogy.v6i4.15956Keywords:
Academic stress, confirmatory factor analysis, instrument adaptation, psychometricsAbstract
Psychological test adaptation requires more than literal translation because construct equivalence and psychometric evidence must be examined before an instrument is used in a new cultural setting. This study aimed to adapt the Lakaev Academic Stress Response Scale-2 (LASRS-2) into Indonesian and to examine preliminary evidence of its reliability and construct validity among undergraduate students. The adaptation involved forward translation, translation synthesis, back-translation, expert review, readability testing, pilot testing, and psychometric evaluation. ThePilot study involved 172 undergraduate students from the Faculty of Psychology at University X, with data collected using convenience sampling.. The original 26-item instrument represents four domains: affective, behavioral, cognitive, and physiological. Overall internal consistency was high, with omega of 0.920 and alpha of 0.919. However, the four-factor confirmatory factor analysis did not demonstrate adequate model fit (χ² = 491.843; df = 293; CFI = 0.892; TLI = 0.880; RMSEA = 0.063; SRMR = 0.063). These findings indicate strong internal consistency but insufficient evidence for construct validity and discriminant validity. The Indonesian LASRS-2 should therefore be considered a preliminary adaptation requiring item refinement, replication in a more heterogeneous sample, and further factor-analytic investigation before use in confirmatory research.
ABSTRAK
Adaptasi alat ukur psikologis ke dalam konteks bahasa dan budaya baru memerlukan lebih dari sekadar penerjemahan, karena kesetaraan konstruk dan bukti psikometrik perlu dipastikan sebelum instrumen digunakan. Penelitian ini bertujuan mengadaptasi Lakaev Academic Stress Response Scale-2 (LASRS-2) ke dalam Bahasa Indonesia dan mengevaluasi reliabilitas serta validitas konstruknya pada mahasiswa program sarjana. Adaptasi dilakukan melalui forward translation, sintesis terjemahan, back-translation, expert review, uji keterbacaan, pilot testing, dan evaluasi psikometrik. Uji coba melibatkan 172 mahasiswa program sarjana di Fakultas Psikologi Universitas X dengan teknik pengambilan data menggunakan convenience sampling. Instrumen awal terdiri atas 26 butir yang merepresentasikan empat domain, yaitu afektif, behavioral, kognitif, dan fisiologis. Reliabilitas internal keseluruhan menunjukkan koefisien omega 0.920 dan alpha cronbach 0.919. Namun, model empat faktor yang diuji melalui confirmatory factor analysis belum menunjukkan kecocokan yang memadai (χ² = 491.843; df = 293; CFI = 0.892; TLI = 0.880; RMSEA = 0.063; SRMR = 0.063). Temuan ini menunjukkan bahwa LASRS-2 versi Bahasa Indonesia memiliki konsistensi internal yang kuat, tetapi bukti validitas konstruk dan diskriminasi antar dimensinya masih belum memadai. Versi ini lebih tepat dipandang sebagai instrumen adaptasi awal yang memerlukan penyempurnaan item, replikasi pada sampel yang lebih heterogen, serta pengujian faktor lanjutan sebelum digunakan untuk penelitian konfirmatori.
Downloads
References
Azwar, S. (2022). Penyusunan skala psikologi (Edisi 3). Pustaka Pelajar.
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
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, Article 149.
https://doi.org/10.3389/fpubh.2018.00149
Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2003). The theoretical status of latent variables. Psychological Review, 110(2), 203–219.
https://doi.org/10.1037/0033-295X.110.2.203
Deb, S., Strodl, E., & Sun, J. (2023). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 13(1), 1–8.
https://doi.org/10.5923/j.ijpbs.20231301.01
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4.
https://doi.org/10.11648/j.ajtas.20160501.11
Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum Associates.
Handara, M. F., & Irafahmi, D. T. (2022). Self-efficacy dan stres akademik mahasiswa yang menyusun skripsi di masa pandemi. Liabilities, 5(2).
https://doi.org/10.30596/liabilities.v5i2.11349
Hitches, E., Woodcock, S., & Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3, Article 100124.
https://doi.org/10.1016/j.ijedro.2022.100124
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.
Humaidah, A., Mulyono, R., Salsyabila, N., Auvaizah, N., & Zikra, R. (2026). Adaptation and validation of the academic stress inventory scale for college students. Jurnal Psikologi Tabularasa, 21(1).
https://doi.org/10.26905/jpt.v21i1.16464
International Test Commission. (2017). ITC guidelines for translating and adapting tests (2nd ed.). International Journal of Testing, 18(2), 101–134.
https://doi.org/10.1080/15305058.2017.1398166
Lakaev, N. (2009). Validation of an Australian academic stress questionnaire. Australian Journal of Guidance and Counselling, 19(1), 56–70.
https://doi.org/10.1375/ajgc.19.1.56
Lakaev, N. (2022). Refinement of the Lakaev Academic Stress Response Scale (LASRS-2) for research, clinical, and educational settings using Rasch modeling. SAGE Open, 12(4).
https://doi.org/10.1177/21582440221102440
Moksnes, U. K., Eilertsen, M. E. B., & Lazarewicz, M. (2016). The association between stress and emotional states in adolescents: The role of gender and self-esteem. Personality and Individual Differences, 90, 49–54.
https://doi.org/10.1016/j.paid.2015.10.027
Mujidin. (2021). Adaptasi dan standardisasi alat ukur psikologi. Universitas Ahmad Dahlan Press.
Permatasari, D., Shaleh, M., & Ifdil, I. (2022). Academic stress and coping strategies in Indonesian university students during COVID-19 pandemic. Journal of Counseling and Educational Technology, 5(1), 8–16.
Rachmayani, D., Sanjaya, Y., & Komari, A. N. (2022). Stres akademik dan kesejahteraan psikologis mahasiswa: Peran mediasi regulasi emosi. Jurnal Psikologi, 49(1), 14–27.
https://doi.org/10.22146/jpsi.63856
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268–274.
https://doi.org/10.1111/j.1365-2753.2010.01434.x
Supratiknya, A. (2016). Kuantifikasi dalam psikologi: Pengantar psikometri. Universitas Sanata Dharma.
Van de Vijver, F. J. R., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: An overview. Revue Européenne de Psychologie Appliquée, 54(2), 119–135.
https://doi.org/10.1016/j.erap.2003.12.004
Wijayanto, P. D. (2023). Adaptasi Perceived Stress Scale-10 pada mahasiswa Indonesia: Evaluasi psikometrik dengan model Rasch. Jurnal Ilmiah Psikologi Terapan, 11(1), 55–68.
https://doi.org/10.22219/jipt.v11i1.2345
Wilks, S. E. (2008). Resilience amid academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9(2), 106–125.
Willis, G. B. (2015). Analysis of the cognitive interview in questionnaire design. Oxford University Press.
World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
Yao, M., Zhu, S., Tian, Z.-R., Song, Y.-J., Yang, L., Wang, Y.-J., & Cui, X.-J. (2018). Cross-cultural adaptation of Roland-Morris Disability Questionnaire needs to assess the measurement properties: A systematic review. Journal of Clinical Epidemiology, 99, 113–122.
https://doi.org/10.1016/j.jclinepi.2018.03.011
Yikealo, D., Tareke, W., & Karvinen, I. (2018). The level of stress among college students: A case in the College of Education, Eritrea Institute of Technology. Open Science Journal, 3(4), 1–18.
https://doi.org/10.23954/osj.v3i4.169
Yusuf, A. M. (2017). Metode penelitian kuantitatif, kualitatif & penelitian gabungan (Edisi 4). Prenadamedia Group.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Yassar Aryasena, Muhammad Indra Astrawan, Prasetyo Budi Widodo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
