Measuring Inclusivity in Mathematics Learning Evaluation: Instrument Development Using a Design for Change Approach

Abstract

This research is motivated by the need for a more inclusive and adaptive mathematics learning evaluation system in inclusive schools at the vocational education level. So far, conventional evaluations have not fully been able to capture the diversity of learning experiences as well in terms of how teachers and students perceive it, thus requiring instruments that align with the principles of Design for Change. The purpose of this study is to develop and test an instrument to measure students' and teachers' perceptions of mathematics evaluation on the basis of Design for Change in inclusive schools at the vocational education level in Bali Province. Through research involving 1,254 respondents consisting of 114 teachers and 1,140 students, the instrument was tested in terms of usability, flexibility, challenges, feedback, engagement, relevance, and critical thinking using exploratory factor analysis and confirmatory factor analysis. The data were analyzed using SPSS 26.0 to support the statistical procedures involved in the validation process. The content validity index value was above 0.8, while the Kaiser–Meyer–Olkin index showed results of 0.922 for teachers and 0.936 for students, indicating sample adequacy. The analysis identified four factors that demonstrated validity and reliability for both teachers and students, with a high level of construct validity and model fit. This finding confirms that Design for Change is capable of supporting inclusive education by accommodating diverse learning needs and providing meaningful feedback, despite challenges such as the complexity of assessment design, the need for training, and time limitations. This validated instrument can serve as a reference for educators and policymakers in strengthening a fair and inclusive evaluation system.