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Content validity determination of the countenance-tri kaya parisudha model evaluation instruments using lawshe’s CVR formula

Good Instruments that are used as measurement instruments in evaluation process should be valid instruments. An attempt that is made to obtain a valid instrument is to calculate the instrument content validity correctly by using the right formula. One formula that can be used to test the content validity of the Countenance-Tri Kaya Parisudha model evaluation instruments is Lawshe’s CVR. Based on those statements, the main objective of this study was to explain how to use the Lawshe’s CVR formula to determine the content validity of a Countenance-Tri Kaya Parisudha model evaluation instruments. Subjects that were involved in conducting the trial of the instruments were 15 panellists. The tool that was used to test the instrument was a questionnaire consisting of 30 questions. Analysis of the instruments was done by comparing the results of validation to Guilford standards so that that instrument classification could be determined. These study results indicate that the Countenance-Tri Kaya Parisudha model evaluation instruments were at a high level of validation with the average of content validity ratio 0.644.


Introduction
Blended learning is one of the learning models, which is suitable to be used in the era of industrial revolution 4.0. It is because through this learning model, students and teachers can do quick interaction without decreasing the quality and learning process meaning. The blended learning model facilitates an integrated learning process both through face-to-face meeting directly inside the classroom or indirectly outside the classroom through internet access. However, it cannot be denied that blended learning in several vocational schools in Bali is not feasible, yet it is certainly considered as a success determinant benchmark of the learning process in the psychomotor, affective, and cognitive domains. Therefore it is necessary to evaluate the blended learning execution in several schools of vocational in Bali. The evaluation model is expected to be able to clearly measure all aspects, including the cognitive, affective, and psychomotor domains.
Referring to those problems, one of the ways that can be used in evaluating the blended learning execution in schools of vocational in Bali is to use the Countenance-Tri Kaya Parisudha Evaluation Model. In general, the Countenance model is one of the evaluation models in educational field consisting of a description matrix and judgment matrix as an evaluation component [1]. Tri Kaya Parisudha is a basic teaching in Hinduism which regulates human behavior so that it be a guidance for human to behave well by doing 3 good things including, thinking well (manacika), saying well (wacika) and acting well (kayika) [2]. In learning, manacika concepts can be used to measure learning outcomes in the cognitive domain, wacika concepts are used to measure affective domains, and kayika concepts are used to measure psychomotor domains.
The evaluation model of Countenance-Tri Kaya Parisudha can be used to evaluate the overall dimensions of blended learning implementation based on two matrixes (judgment matrix and description matrix). The description matrix includes aspects that are sourced from cognitive, affective, and psychomotor components, while the judgment matrix contains aspects that are sourced from the Tri Kaya Parisudha components (manacika, wacika, and kayika).Those are used as a judgment standard in determining the minimum standards from the success of blended learning implementation in realizing effective learning outcomes in the psychomotor, affective, and cognitive domains.
The innovation of that evaluation model can be used well, if it has good evaluation tools. The evaluation tools needed are evaluation instruments. The evaluation instruments needed in evaluating blended learning must be valid. This is because there are still invalid instruments used to evaluate the effectiveness of blended learning, so that the impact on evaluation results is not optimal. Based on these conditions, researchers were interested in conducting research on content validity of the  [4], the research that was conducted by Ikhsanudin and Subali in 2018 [5], and the research that was conducted by Aziz, Yusof, and Mokhtar in 2019 [6].

Method
This research was an instrument development research, which focused on determining the content validity of instruments. The steps to test the instruments content validity in this study consist of several stages including: 1) panellist trials of instrument items, 2) tabulating data from panellist trials, 3) performing validity calculations using Lawshe's CVR formula, 4) interpretation of the calculation results by using the instrument validity categorization table reference. Lawshe's CVR formula can be shown in equation (1) [7], while the categorization of instrument validation can be seen in Table 1

Results and Discussion
Based on the stages of instrument development that focus on determining the content validity of instrument, there were a number of things that were presented as a result of this research which need further discussion. Those things are explained as follows.

Panellist Trial Results against Instrument Grains
The number of items of Countenance-Tri Kaya Parisudha model evaluation instruments were 30 items. There were 15 panellists which were involved to test the instrument item. The results of panellist trials on instrument items can be seen in Table 2.