Eka Erawati, Nur Hidayah, Nur Eva, Henny Indreswari, Harris Shah Abd Hamid, Maria Oktasari
The objective of this study was to adapt and validate the Academic Resilience Scale-30 (ARS-30) in alignment with Indonesia’s educational norms using Rasch model analysis. The adaptation process considered collective classroom dynamics, ethnic and linguistic diversity, and the relevance of the national language to ensure both cultural and pedagogical appropriateness. The procedure involved obtaining permission from the original developer, forward and backward translation by certified professionals, expert panel evaluations, readability testing with junior high school students, and field validation with the intended population. The final sample consisted of 399 junior high school students aged 12 to 15 years from Surabaya, encompassing Javanese, Madurese, Arabic, Chinese, and other native ethnic groups, with 214 females and 185 males. Following item-fit evaluation, four items were removed, resulting in a refined 26-item version of the scale. Rasch analysis confirmed its strong psychometric properties, with item reliability at 0.99, person reliability at 0.88, and internal consistency (Cronbach’s alpha) at 0.91. The scale also demonstrated unidimensionality, with 40.6% of the variance explained by the primary Rasch dimension. Minimal differential item functioning (DIF) was detected across gender, ethnicity, income level, school aspirations, and living arrangements, indicating fair measurement across demographic groups. These results support the Indonesian ARS-30 as a valid and reliable tool for assessing academic resilience in junior high school students, with further research encouraged to deepen cultural responsiveness through qualitative approaches and to evaluate its relevance across broader educational levels and diverse learner populations. Copyright (c) 2025 Psychology Hub This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Universitas Negeri Malang, Malang, Indonesia; Department of Psychology, Faculty of Medicine, Universiti Kuala Lumpur, Malaysia
