Validating Reading Literacy Instruments with EFA to Foster Joyful Learning

Abstract

This study aims to validate a reading literacy instrument for elementary school students and to examine its empirical construct using Exploratory Factor Analysis (EFA). A total of 320 fifth-grade students participated as respondents, completing a 30-item test developed from four theoretical indicators of reading comprehension: literal, inferential, critical, and reflective. Data analysis was performed using JASP. The Kaiser-Meyer-Olkin (KMO) value was 0.649 and Bartlett's Test of Sphericity was significant (χ² = 3858.287; df = 435; p < .001), indicating that the data were suitable for factor analysis. The EFA revealed six empirical factors with a cumulative variance explained of 29.6%. Most items showed acceptable factor loadings (≥ 0.40), although five items had low measure of sampling adequacy (MSA < 0.50) and require revision. The six factors were interpreted as subdimensions of the four theoretical indicators, showing that reading literacy in elementary students is more complex than initially hypothesized. The validated instrument can assist teachers in mapping students' reading comprehension levels and in designing interactive, creative, and stress-free reading activities. Thus, the instrument contributes not only to reliable assessment but also to fostering joyful learning in the classroom.