Development and Validation of Cultural Intelligence, Cultural Diversity Climate, and Intention to Implement Ethno-STEM Scales for Indonesian Novice Science Teachers: An Exploratory Factor Analysis Approach

Abstract

This pilot study developed and validated a three-scale measurement model investigating predictors of Indonesian novice science teachers' intention to implement Ethno-STEM approaches. The Cultural Intelligence Scale, Cultural Diversity Climate Scale, and newly developed Intention to Implement Ethno-STEM Scale underwent systematic adaptation through forward-backward translation, cultural contextualization, and two-phase expert validation. The adapted instruments were empirically tested with 105 novice science teachers using Exploratory Factor Analysis. Results demonstrated excellent sampling adequacy (KMO: 0.910-0.922) and significant correlations suitable for factor analysis. Seven items (14.9%) were eliminated due to low communality values, yielding validated scales: Cultural Intelligence (14 items, α=0.889), Cultural Diversity Climate (12 items, α=0.912), and Intention to Implement Ethno-STEM (14 items, α=0.835). All instruments maintained original theoretical structures with acceptable to excellent reliability. Critical findings revealed discrepancies between expert validation and empirical performance, particularly with reverse-coded items in Indonesian cultural contexts. The validated instruments provide Indonesian educational researchers with psychometrically sound tools for investigating culturally responsive STEM education, establishing methodological foundation for examining how cultural intelligence and diversity climate predict teachers' implementation intentions.