Pilot Study on Students in Islamic Boarding Schools to Measure the Reliability and Validity of The Self-Regulation Scale

Article history: This study aims to conduct a trial to determine the validity and reliability of the selfregulation scale and determine what dimensions/aspects are considered capable of forming self-regulation variables. Validity and reliability tests are carried out to determine a measuring instrument’s level of accuracy and consistency. This selfregulation variable is measured by the seven dimensions of Miller & Brown (Neal & Carey, 2005), namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Thirty-six students at Islamic boarding school X in Banyumas, Indonesia, were involved as participants. Analysis of the data used to measure validity using the corrected item-total correlation formula and reliability using Cronbach’s alpha, which was analyzed using SPSS version 25. The analysis results prove that from the seven dimensions of self-regulation, there are 25 valid items and have a reliability coefficient of 0.908. Thus, the self-regulation scale can be used for research.


INTRODUCTION
Learning is a process carried out to gain various competencies, skills, and attitudes obtained gradually and continuously from infancy to old age through a series of lifelong learning processes. The learning processes are carried out through involvement and participation in formal education and non-formal education (Bell-Gredler, 1986). Realizing how important it is to study religion or science, many individuals are motivated to look at a boarding school. Pesantren itself is a unique institution with robust and sticky characteristics (Zuhriy, 2011). This is because Islamic boarding schools have a different concept from educational institutions in general, namely providing dormitories and the same number of Islamic subjects or even more than other educational institutions.
Santri who study in Islamic boarding schools are between 13-19 years old and coincide with adolescence (Prasetyana & Mariyati, 2020). Erickson's psychosocial theory states that adolescence to adulthood is a period of self-discovery that includes biological processes. Cognitive and socio-emotional changes (Santrock, 2004). Therefore, it is necessary to have good self-regulation because it is the basis of the socialization process and is related to all physical, cognitive, and socio-emotional development (Papalia & Olds, 2001).
In this study, validity and reliability tests were carried out. A validity test is a statistical test to test the ability of research instruments (such as questionnaires) in measuring a variable. Of course, instrument testing was not carried out on the population, but respondents outside the research target, and only 30 people were sufficient. This number relates to the start of the r-table value not changing after the number 30 (Harrington, 2009).
Reliability means that reliability is the accuracy and precision of a measuring instrument in a measurement procedure. The reliability coefficient indicates the stability of the scores obtained by the individual, which reflects

RESEARCH METHODOLOGY
The preliminary study was conducted using a qualitative method via google form on 22 respondents. The questions asked were about making decisions to study at Islamic Boarding Schools, adapting, and the problems that occurred, both with the Islamic Boarding School environment and with colleagues at Islamic Boarding Schools. These respondents are teenagers who decide their choice to continue their education in Islamic boarding schools. Eleven out of 22 respondents answered that the decision to enter an Islamic boarding school was of their own volition, 8 of 22 respondents answered that entering a boarding school was the desire of their parents, and 3 of 22 respondents answered that entering a boarding school was a mutual desire.
The questions given to the respondents were about the reasons for choosing the Islamic boarding school, then how it felt to study at the Islamic boarding school and what difficulties were experienced while at the Islamic boarding school. It was found that the respondents chose Islamic boarding schools because from the beginning, they were directed to study at pesantren (Islamic boarding school). Another answer stated a desire among the respondents to enter Islamic boarding schools that were considered more capable of teaching Islamic education.
In this study, 36 female Islamic boarding school students aged 13-17 years in Banyumas, Indonesia, participated. The data collection method used in this pilot study was carried out by providing a self-regulation scale.
This experimental study aims to measure the validity and reliability of Miller & Brown's self-regulation The Self Regulation Questionnaire (SRQ) scale, adapted by (Fatmawati, 2018). In conducting the validity test, the product-moment formula will be used, while for measuring reliability, Cronbach's alpha technique will be used. Both will be done with the help of SPSS version 25.
Item selection using a method using the item correlation formula, by correlating the score of the questions with the total score of the construct or variable. An item can be said to be valid with a significance level of 5%.
While this reliability test was carried out using Cronbach's alpha formula. A constructor variable is reliable if it gives a Cronbach's alpha value > 0.70 (Ghozali, 2018). The results of the item-total correlation analysis are shown in Table.2. If the corrected item-total correlation is more than 0.3, the item has discriminant power, which means that the thing can distinguish the high score on the self-regulation scale or the low one. So from the validity test results obtained, as many as 25 valid items can be used to measure self-regulation variables. The corrected item-total correlation coefficient moves from 0.339 to 0.783. Reliability Test Results The self-regulation scale of Islamic boarding school students shows a reliability coefficient of 0.908. These results indicate that the reliability coefficient is more significant than 0.70. A constructor variable is said to be reliable if it gives a Cronbach alpha value > 0.70.

No
From these results, it can be concluded that the self-regulation instrument used is reliable. This means that the tool can be said to have high accuracy or consistency in measuring self-regulation variables. And for that, based on the results of validity and reliability tests, this self-regulation instrument can be used by other researchers to measure self-regulation.
After doing the validity test on the self-regulation scale, below will be explained the valid variables on the self-regulation scale, namely: Corrected Item-Total Correlation ,904 Valid A reliable instrument was obtained from the item analysis and reliability test of the self-regulation scale, and there were 25 valuable items. The self-regulation scale consists of 25 items, namely six items on the receiving aspect, 1 item on the evaluation aspect, three items on the trigger aspect, four items on the search aspect, four items on the formulating aspect, three items on the implementing aspect, and four items on the aspect of assessment. This instrument can be used to measure the self-regulation of Islamic boarding school students.
The self-regulation scale used is Miller & Brown's Self-regulation Questionnaire scale adapted by (Fatmawati, 2018). It started with 63 items, but 24 items needed to be dropped after the pilot study. The 24 invalid items have a coefficient value of less than 0.3. Meanwhile, 39 valuable items were obtained with a coefficient value of more than 0.3. The correlation coefficient for selected items ranges from 0.304 to 0.658.
The reliability test was carried out using the Cronbach Alpha formula. A constructor variable is reliable if it gives a Cronbach's alpha value > 0.70 (Nunnaly in Ghozali, 2018). And based on the reliability test, the Cronbach's Alpha value was 0.908, indicating that the Cronbach's Alpha value obtained is more significant than 0.70 or 0.908 > 0.70.
The description shows that the scale of self-regulation in Islamic boarding school students can be used as a basis for conducting research. This study has limitations because it only involved 36 students. Future researchers can validate this measuring instrument with more diverse participants.
Respondents experienced difficulties in self-regulation to achieve targets, both in terms of lessons and in daily activities. Respondents also stated that the number of moves made it difficult for them to organize themselves to carry out the actions appropriately. The existence of conflicts with friends around an incompatibility with the condition makes individuals less free to actualize themselves, thus inhibiting self-regulation. This is similar to what one of the dormitory supervisors and teachers said that respondents are often less able to self-regulate. There are still frequent conflicts with friends, and they feel uncomfortable.
In addition, school lessons every day are also considered to provide difficulties for respondents. The excessive number of general and religious subjects makes respondents less likely to get satisfactory results. Another activity required by Islamic boarding schools is "tahfidz" Al-Quran, with specific targets every semester. However, this target is often not achieved every semester.
These respondents are teenagers who decide their choice to continue their education in Islamic boarding schools. Eleven out of 22 respondents answered that the decision to enter a boarding school was of their own volition; eight of 22 respondents answered that entering a boarding school was their parents' desire. Three of 22 respondents answered that entering a boarding school was a mutual desire.

CONCLUSION
From the results of the psychometric analysis that has been carried out, it can be concluded that the selfregulation scale measuring instrument compiled in this study can be classified into reliable criteria for students, especially for boarding school students. The advantage of this measuring tool is its context which is specific to "santri." The reliability is 0.908, and the corrected item-total correlation value moves from 0.339 to 0.782.
This shows quite a slight difference with the trial research conducted by Fatmawati (Fatmawati, 2018). The item-total correlation coefficient for selected items ranges from 0.304 to 0.658. Based on the reliability test results, Cronbach's Alpha reliability is 0.725, which means the reliability is categorized as sufficient.