Empowering Educators to Sustain Reflective Teaching Practices: The Validation of Instruments

This study aimed to investigate the sustainability of an instructional design utilizing novel approach Reflective Teaching Model for Reading Comprehension (RTMRC), and continuously develop validate instruments reflective measures ensure sustainable teaching reading comprehension. The RTMRC was featured based on two main parts: process (planning, acting, reflecting evaluating) comprehension (reader, strategy, text task). Then, a quasi-experiment (the pre- post-test control group design) conducted with 168 grade-9 students assess performance in practice. questionnaire also applied as instrument gather feedback from about context, aim supporting practices teacher. achievement experimental evaluated fostered using this model. Through analyses t-tests Cohen’s d effect size, it found that outperformed without teaching. Using exploratory factor analysis, confirmatory Rasch analysis testing measurement invariance across groups, we report were be valid measuring English Language (ELT) manner.