Exploratory Factor Analyis for the Validity of Mathematics Learning Independence Instruments for Elementary School Students

This study aims to test the validity of elementary school students' mathematics learning independence instrument using Exploratory Factor Analysis (EFA). The research method used is a quantitative approach with factor analysis techniques to identify the latent structure of the instrument. Data was collected through a 73 grade V elementary school students questionnaire and analyzed using Kaiser-Meyer-Olkin (KMO), Bartlett's Test, and factor extraction with Principal Component Analysis (PCA). The study results show that this instrument has five main factors that significantly correlate with mathematics learning independence. The model match index shows good values, with RMSEA = 0.00 and TLI = 1.1705, signifying that this instrument is valid and reliable. However, some items with a loading factor below 0.40 and a high uniqueness (u²) value were found, indicating that the items did not fully represent the measured factor. Therefore, it is necessary to revise or eliminate items with high cross-loading and add more specific items according to the dimension of mathematics learning independence. Thus, the developed instruments can be used in research and educational practice to measure the autonomy of elementary school students' mathematics learning while still paying attention to the improvement of the instrument in advanced studies.