Abstract
The problem and the aim of the study. Cultural literacy is an essential competency for students in multicultural higher education contexts. However, valid, reliable, and contextually grounded instruments for measuring students’ cultural literacy, particularly those integrated with local potential, remain limited. This study aims to develop and validate an ethnochemistry-based cultural literacy instrument capable of measuring students’ cross-cultural knowledge, attitudes, and skills.
Research Methods. This study employed a research and development approach using a modified Borg and Gall model, encompassing item formulation, instrument development, content validation, and construct validation. Content validity was established through expert judgment using Aiken’s V, while construct validity was examined through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Partial Least Squares–Structural Equation Modeling (PLS-SEM) using SmartPLS. Data were collected from 250 students selected through proportional stratified random sampling.
Results. The analysis revealed a five-factor structure comprising 23 valid indicators after eliminating two items that did not meet the factor loading criteria. The data were suitable for factor analysis, as indicated by a KMO value of 0.853 and Bartlett’s Test of Sphericity, χ² = 1626.684, df = 300, p < .001. The CFA results supported the five-factor model, with χ² = 423.357, df = 265, p < .001. The Composite Reliability values ranged from 0.718 to 0.765, while the Average Variance Extracted values ranged from 0.559 to 0.651, indicating acceptable construct reliability and convergent validity. The Fornell–Larcker results also confirmed discriminant validity, as the square roots of AVE exceeded inter-construct correlations.
Conclusion. Ethnochemistry-based cultural literacy constitutes a valid and reliable multidimensional construct, and the validated five-factor model contributes to strengthening culturally contextualized science education in higher education.
Keywords
instrument development, instrument validation, construct validity, cultural literacy, ethnochemistry, partial least squares structural equation modeling (PLS-SEM), higher education
For Citation
Khaeruman, K., Suma, K., Suastra, I. W., & Maryam, S. (2026). Development and Validation of an Ethnochemistry-Based Cultural Literacy Instrument in Higher Education. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (5), 210–221. https://doi.org/10.32744/pse.2026.5.13
Authors
Khaeruman [Corresponding Author] (Indonesia, West Nusa Tenggara) — Doctoral Student in Educational Sciences. Postgraduate Program. Universitas Pendidikan Ganesha. Email: khaeruman@student.undiksha.ac.id
Ketut Suma (Indonesia, Bali) — Professor, Doctor of Philosophy in Physics Education. Postgraduate Program. Universitas Pendidikan Ganesha. Email: ketut.suma@undiksha.ac.id
I Wayan Suastra (Indonesia, Bali) — Professor, Doctor of Science Education. Educational Sciences Program, Postgraduate Program. Universitas Pendidikan Ganesha. Email: wayan.suastra@undiksha.ac.id
Siti Maryam (Indonesia, Bali) — Professor, Doctor of Health Sciences. Department of Chemistry Education. Faculty of Mathematics and Natural Sciences. Universitas Pendidikan Ganesha. Email: siti.maryam@undiksha.ac.id
© Khaeruman, Ketut Suma, I Wayan Suastra, Siti Maryam, 2026
The authors declared no conflicts of interest
Received: 21 April 2026 | Approved: 11 July 2026 | Published: 31 October 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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