Designing and Content Validity of Instrument for Measuring Marine Environmental Care Attitude Through Integrated Science Learning

. Marine environmental issues often occur due to human activity. Students as agents of change for the future should make the marine environment better and habitable. It can be realized by internalizing marine environmental care attitude (MECA) through integrated science learning whose study field are closely related to the environment. To find out how far the contribution of integrated science learning in internalizing MECA, an instrument for measuring MECA is needed. This study aimed to determine how to design and how valid the content of the instrument for measuring MECA of junior high school students in Coastal Area. This was a descriptive research. Data were collected by literature review and questionnaires. The data were analyzed qualitatively by presenting instrument that were designed based on a literature review and quantitatively with Aiken’s V formula. The results of the literature review on designing MECA through integrated science learning were four main indicators for measuring MECA, namely marine knowledge, preserving marine environment, preventing marine environment damage, and repairing marine environment damage. The results of the content validity test of instrument assessed by 5 experts showed that instrument for measuring MECA through integrated science learning was valid.


Introduction
The ocean area on earth is much larger than the land area.Approximately 70% of the earth's surface is covered by the sea [1].Even some countries have ocean areas that are much larger than their land areas, one of which is Indonesia [2].As a country that has a ocean area that is much larger than its land area, Indonesian people should have ocean literacy [3] so that people can understand how the ocean affects humans and the other way around [4].
Knowledge is not the only product of the learning process carried out by a student.Learning can also provide changes to students' attitudes [5].Among the attitudes that can be internalized in students through the learning process is marine environmental care attitude (MECA) [6][7][8].
Internalizing MECA can be conducted through subjects that are closely related to living things and environment.Integrated Science learning is one of the subjects taught in Junior High Schools whose fields of study are closely related to living things and the environment [9].Due to the field of study, integrated science learning should contribute in fostering an environmental care attitude in students.The internalization of an environmental care attitude through integrated science learning is also in accordance with the essence of science which is not only a product and process but also an attitude [10].
At this time, there is a lot of damage to the marine environment caused by human activities.Human activities pollute the marine environment through garbage and chemicals that are dumped into the sea [11].The increase in the production and use of plastics in everyday life makes plastic the most polluting pollutant in the ocean [12][13][14].In fact, Indonesia itself is one of the biggest contributors to plastic waste in the ocean in the world [15,16].It can threaten coastal and marine ecosystems and the biota that live in them [17,18].During the COVID-19 pandemic, medical waste made of plastic, whether from masks or bottles of hand sanitizer, was dumped into the sea and polluted the marine environment [19,20].The accumulation of garbage in the sea and the destruction of the marine environment by human actions indicate a lack of MECA.
Junior high school students are agents of change for the future who can make the marine environment better and habitable.As agents of change for the future, it is necessary to internalize the MECA from an early age.One effort that can be conducted is through increasing ocean literacy [21] which is in accordance with integrated science learning materials in junior high schools, especially for essential principles about the ocean in grades 6-8.Has integrated science learning improved well in building a MECA in students?To find out, an instrument is needed to measure MECA through integrated science learning for junior high school students especially in coastal area.To take measurements, an instrument that needs to be developed and tested for content validity so that instrument is suitable for measuring MECA through integrated science learning [22][23][24].

Research Method
This was a descriptive research.This research used a qualitative approach in designing instruments and a quantitative approach in testing the content validity of the instrument.The instrument developed in this research is an instrument for measuring MECA through integrated science learning for junior high school students.The data collection techniques and data analysis techniques used are as follows.

The data collection technique
In the designing instrument, the data collection technique used was a literature review.The results of the literature review used to determine the conceptual and operational definitions of MECA through integrated science learning.The resulting conceptual and operational definitions used to determine the main indicators for measuring MECA through integrated science learning which will then be detailed into several sub-indicators.These sub-indicators will be developed into statements.

The data analysis technique
In the content validity test, data were collected using a content validity assessment.The content validity test involved 5 experts to assess whether the instrument developed by the researcher was valid or not to measure the MECA through integrated science learning.The indicators for testing content validity by experts can be seen in Table 1.The indicator was developed into several statements to be assessed by experts on a scale as shown in Table 2.With a validator consisting of 5 experts, 4 rating scales and an allowed error rate of 5%, then a category or statement will be valid or accepted if V ≥ 0.87 [26].

Result and Discussion
Based on the research objectives, the presentation of the research results will be divided into two parts as follows.

Designing Instrument for Measuring Marine Environmental Care Attitude Through Integrated Science Learning
The preparation of the instrument for measuring MECA through integrated science learning is conducted by first establishing a conceptual definition of MECA.This is conducted to facilitate researchers in formulating the main indicators in measuring MECA through integrated science learning.This will also make it easier for researchers to define operational definitions of MECA through integrated science learning and how to measure the variable.MECA through integrated science learning can be internalized through various things, one of which is through learning at school.Although MECA through integrated science learning can be integrated into any subject, but in practice it is integrated science learning that has an important role in integrating environmental care attitude [8].It is because the object of integrated science learning is closely related to the environment [27,28].
The instrument developed is an instrument for measuring MECA through integrated science learning.The attitude to be measured is MECA as a result of integrated science learning.Although some research results shown that there was no significant relationship between knowledge and attitudes towards the environment [29,30] but as a MECA which is the result of integrated science learning, the knowledge aspect can be included in the instrument indicator.This is supported by many researches on integrated science learning with environmental themes to instill an environmental care attitude [8,27,28].In addition, attitudes towards science show a correlation with attitudes towards the environment [31] so that seriousness in integrated science learning can affect students' attitudes towards the environment due to integrated science learning materials are closely related to the environment.
Attitude is one of the goals of environmental education [32].It shows a set of values and a sense of caring for the environment which is manifested in the form of participation in protecting the environment and repairing environmental damage [33].MECA can be realized in the form of preserving marine environment, preventing marine environmental damage, and repairing marine environmental damage [6,34,35].
Based on the literature review conducted, the researcher formulated 4 main indicators in compiling the instrument for measuring MECA through integrated science learning as shown in Table 3.The instrument was inserted with indicators of marine knowledges.After indicators of marine knowledges, the other three indicators were indicators of environmental care attitude in the form of preserving marine environment, preventing marine environmental damage, and repairing marine environmental damage.After formulating the indicators, the researcher developed the four indicators into several sub-indicators with the following explanation.

Marine knowledge
The marine knowledge indicator was developed into several sub-indicators adapted to the seven fundamental principles of marine knowledge in marine literacy [4,21] as shown in Table 4.Each sub-indicator can represent several principles.Since the instrument for measuring MECA through integrated science learning is intended for junior high school students, the basic principle of marine knowledge used to develop the sub-indicators is the basic principle of marine knowledge for grades 6-8.Each sub-indicator was developed into one or more statements where the total number of statements is 20.The 20 statements were presented in the form of True or False statements to test students' understanding of marinerelated knowledge.

Sub-indicators Statement number 1
The Earth has one big ocean with many features The percentage of sea water from all the water on earth.The ocean and humans are inextricably interconnected.
Benefits of the sea in the field of transportation. 3 The sea as a source of salt.6 The impact of human activities on increasing sea water temperature.8 Impact of fishing.9 The sea as a source of oxygen.
19 The sea as a source of food.
18 Impact of human activities on marine pollution.

14, 20 7
The ocean is largely unexplored.Impact of human activities on the ocean.

Indicators of marine environmental care attitude in the form of preserving marine environment, preventing marine environmental damage, and repairing marine environmental damage
Based on the literature review conducted, the researchers determined that efforts to preserve the marine environment, efforts to prevent marine environmental damage, and efforts to repair marine environmental damage were indicators in measuring MECA.These indicators were developed into several sub-indicators as shown in Table 5.The developed subindicators were attitudes and activities that can be carried out by junior high school students as an embodiment of MECA.The indicators of preserving marine environment were divided into 6 sub-indicators.The sub-indicators contained attitudes about how to preserve the marine environment that can be done by students, such as reducing activities or reducing the use of certain materials that can cause environmental changes.Preserving marine environment (conservation) can be done by reducing various activities that can damage the environment and controlling the use of natural resources so that they are not excessive and have a negative impact on the environment [36].The 6 sub-indicators were developed into seven statements to measure attitudes in preserving the marine environment.
The indicators for preventing marine environmental damage were divided into 4 subindicators.The four sub-indicators contained attitudes in preventing damage to the marine environment such as those caused by waste and chemicals [11] and global warming [37,38].The four indicators were developed into 5 statements to measure attitudes in preventing damage to the marine environment which refers to efforts to protect the environment from hazards that can damage the environment and efforts to prevent environmental damage [39].
The indicators for repairing marine environmental damage were broken down into 4 subindicators.The four sub-indicators contained activities to repair damage to the marine environment.The four sub-indicators were developed into 4 statements to measure how attitude is in repairing damage to the marine environment through environmental repairing activities by eliminating all causes of environmental damage, reducing the severity of damage, and preventing the spread of damage [40,41].
The statements developed from the attitude indicators of preserving the marine environment, preventing marine environmental damage, and repairing marine environmental damage were presented in a statement format that can be answered with a rating scale that shows the frequency with which students perform these attitudes.The rating scale used was Always, Often, Rarely, and Never.These statements also wanted to measure how the contribution of integrated science learning in internalizing these attitudes.

Content validity of instrument for measuring marine environmental care attitude through integrated science learning
After the instrument was developed, the instrument must go through the validity test so that the instrument can be validly used to measure MECA through integrated science learning.The first validity test that must be done is content validity.The content validity test on this instrument involved 5 experts who were lecturers at Universitas Maritim Raja Ali Haji.The content validity test was carried out on the instrument for measuring MECA through integrated science learning which was developed from four main indicators which were translated into 36 statements as can be seen in Table 4 and Table 5.The content validity test was carried out to see the feasibility of the instrument developed by referring to the three main indicators were relevance and presentation, language accuracy, and conformity with concept and operational definitions [42] as shown in Table 1.The results of the content validity test conducted by 5 experts on the three assessment indicators are as follows.

Relevance and presentation of instrument
The feasibility of the instrument on the relevance and presentation indicators was measured through 10 sub-indicators.The results of the content validity test by 5 experts on 10 subindicators of relevance and instrument presentation can be seen in Table 6 below.The results of the content validity test showed that the instrument for measuring MECA through integrated science learning was in the valid category for all relevance and presentation sub-indicators.The V value obtained for each sub-indicator varies where 3 subindicators got a minimum V value of 0.87, then 2 sub-indicators got a V value of 0.93, and 5 other sub-indicators got a maximum V value of 1.However, there were some suggestions from validators regarding sample measurement techniques and answer formats.For the research sample, at first the researcher wanted to measure MECA in grade 8 and grade 9 students, but according to the validator's suggestion, grade 7 students could also be research samples because the statements were developed based on important knowledge about the sea in grades 6-8.Although grade 7 students were still just entering the junior high school level, grade 7 can be used as a research sample.
In addition to the research sample, there were suggestions from validators in presenting the answer format.Initially, the knowledge indicators were presented in the form of statements that were answered True and False.Indicators for preserving the marine environment, preventing marine environmental damage, and repairing marine environmental damage were also presented with True and False answer formats at first but after going through the validation process the answer format changes to be more varied with multilevel answer.Based on suggestions from the validator, there were changes to the presentation of statements and answers developed from the four main indicators.Changes in the presentation of statements and answer formats can be seen in Table 7.
For statements that were developed from indicators of marine knowledge, prior to the revision the statement was presented in the form of confirmation of whether a concept is obtained through integrated science learning.According to suggestions from the validator, the statements developed were revised into statements that were answered True or False with the aim of measuring students' conceptual understanding of marine knowledge.Confirmation of whether the knowledge was acquired through integrated science learning or not is omitted because the statements presented are essential knowledge about the sea which is also taught through integrated science learning.
For statements that are developed from indicators of marine environmental preservation and indicators of prevention of marine environmental damage, prior to the revision, statements were also presented in the form of confirmation of whether an attitude is obtained through science learning.In accordance with the validators' suggestion, the format of the statement changed to a graded statement by first stating an attitude and the frequency of students in applying that attitude.Then, the statement was continued by confirming whether the attitude is obtained through integrated science learning.This shows that it could be that an attitude was indeed owned by students but that attitude is not obtained through science learning.The opposite can also happen, namely an attitude is taught through science learning but the attitude is not applied by students in everyday life.
Just like the format of statements and answers on indicators of preserving marine environmental and preventing marine environmental damage, the format of statements and answers on indicators of repairing marine environmental damage also changes into multilevel statements according to the validator's suggestions.At first, the statement was only intended to confirm whether students were active in repairing marine environmental damage due to integrated science learning.After being revised, the statement format changed to a graded statement by first presenting a statement regarding the frequency of student participation in an activity to repair marine environmental damage.After that, the statement was continued by confirming whether the activities carried out are activities facilitated by integrated science learning or not.This showed that students may be active in activities to repair marine environmental damage but these activities may not be facilitated by integrated science learning, and the other way aroung.The follow-up statement also asked the students to state when and where the location of the activities that students participate in is if the activities to repair marine environmental damage that students participate in are activities that are facilitated by integrated science learning.

□ True □ False
If integrated science learning has facilitated this activity, when was the activity carried out and where was the location of the activity?

Language accuracy
The feasibility of the instrument on the language accuracy indicator was measured through 7 sub-indicators.The results of the content validity test by 5 experts on 7 sub-indicators regarding the language accuracy used in the instrument can be seen in Table 8.The results of the content validity test showed that judging by the language accuracy, the instrument was declared valid on all sub-indicators with 1 sub-indicator got a V value of 0.87 and 6 other sub-indicators got a V value of 0.93.Based on the results of the content validity test conducted, there was no suggestion from the validator regarding the language used in the developed instrument.

Conformity with concept and operational definitions
The feasibility of the instrument on the indicators of conformity with the concept and operational definitions was measured through 4 sub-indicators.The results of the content validity test by 5 experts in 4 sub-indicators regarding the suitability of the instrument with the concept and operational definitions can be seen in Table 9.The results of the validity test showed that the instrument has conformity with the concept and operational definition of MECA through integrated science learning.This can be seen from the results that showed valid categories on all sub-indicators with a value of V above the minimum value set. 2 subindicators got a V value of 0.93 and the other 2 sub-indicators got a V value of 1.The conceptual definition of MECA through integrated science learning is an attitude towards the marine environment which is manifested in the form of efforts to preserve the marine environment, prevent marine environmental damage, and repair marine environmental damage based on knowledge about the sea obtained through integrated science learning.The operational definition of MECA through integrated science learning is an attitude towards the marine environment which is manifested in the form of efforts to preserve the marine environment, prevent marine environmental damage, and repair marine environmental damage based on knowledge about the sea obtained through integrated science learning which is measured through a measurement instrument that developed through the main indicators of MECA through integrated science learning carried out through survey.The results of the content validity test conducted by 5 experts showed that the instrument for measuring MECA through integrated science learning was in the valid category for all aspects of the content validity test.Content validity is the first step to critique and assess the instrument to be developed [43].This stage is important to ensure that the instruments developed can be used to measure research variables [22][23][24].

Conclution
Based on the research conducted, the instrument for measuring MECA through integrated science learning for junior high school students was developed based on four main indicators.These indicators are marine knowledge, attitudes in preserving the marine environment, attitudes in preventing marine environmental damage, and attitudes in repairing marine environmental damage.The four indicators were developed into several sub-indicators and then resulted in 36 statements in total.Based on the results of the content validity test involving 5 experts, it was found that instrument for measuring MECA through integrated science learning was valid for all aspects of the validity test which included relevance and presentation, language accuracy, and conformity with conceptual definitions and operational definitions.This showed that the instrument for measuring MECA through integrated science learning can be continued at the advanced validity and reliability test stages until a valid and reliable instrument is obtained.

Table 1 .
indicators for testing content validity of instrument.

Table 2 .
The rating scale for content validity statement.

Table 3 .
Main indicators of MECA.

Table 4 .
Details of sub-indicators of marine knowledge indicator.

Table 5 .
Details of sub-indicators in the form of preserving, preventing, and repairing marine environment.

Table 6 .
Content validity test results on relevance and presentation indicators.

Table 7 .
Revised statement and answer format developed for each indicator.

Table 8 .
The results of the content validity test on the language accuracy indicator.

Table 9 .
The results of the content validity test on the indicator of conformity with the concept and operational definition.