Hasrul Hasrul, Nur Hidayah, Muslihati Muslihati
Various studies have been conducted to develop instruments for measuring cultural diversity awareness, but there are still very few or not specific to multi-ethnic students in North Maluku. Therefore, the purpose of this study is to develop and validate the Cultural Diversity Awareness Scale (CDAS) from the perspective of multi-ethnic students in secondary schools, through four stages: defining and compiling constructs, conducting first trials, conducting analysis, revising instruments, and checking instrument validity. The sample of this study was 300 multi-ethnic students in senior high schools spread across seven districts/cities in North Maluku province, Indonesia, using a multistage cluster sampling technique. The results of the construct validity study revealed three main indicators, 11 sub-indicators, 17 descriptors, and 57 items. Then, the results of the content validity test on the 57 items eliminated seven, leaving 50 remaining. Statistical tests using product-moment on the 50 CDAS statement items showed that 39 items were valid, while 11 items were invalid. The Cronbach’s Alpha reliability test results for the 39 CDAS items met the reliability criteria. Therefore, the 39-item CDAS instrument meets the validity and reliability requirements and can be used to measure cultural diversity awareness among multi-ethnic students at the secondary school level. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Institut Sains dan Kependidikan Kie Raha Maluku Utara, Ternate, Indonesia; Universitas Negeri Malang, Malang, Indonesia
