Instrumen pengukuran kemampuan komunikasi dalam konteks pendidikan: Sebuah tinjauan literatur sistematis

Abstract

Communication competence is a multidimensional construct that is assessed differently across educational settings, making instrument selection and interpretation challenging. This study aimed to map communication measurement instruments used in educational contexts, examine the measurement properties reported for those instruments, and identify priorities for future instrument development. A systematic literature review was conducted and reported with reference to PRISMA 2020. Searches covered Google Scholar, Scopus, and ScienceDirect for publications from 2020 to 2024. The original screening record identified 87 records, 65 of which were retained after title and abstract screening and 14 after full-text eligibility assessment. After methodological reclassification, five primary studies that directly developed or evaluated communication instruments in educational or health-professions education contexts formed the core psychometric synthesis; the remaining studies were used only as contextual literature. The core instruments assessed mathematical communication, science communication, general clinical communication, and trauma-informed communication. Evidence was strongest for content validity and internal consistency, while structural validity, measurement error, inter-rater reliability, and responsiveness were reported less consistently. Internal consistency was generally adequate where reported, but inter-rater reliability varied substantially across performance-based assessments. The review indicates that no single instrument can be recommended across contexts. Future development should define the communication construct explicitly, report multiple sources of validity evidence, examine measurement error and responsiveness, and undertake careful cultural and linguistic adaptation before instruments are used in new populations.