Arasinah Kamis, Mohamed Nor Azhari Azman, Che Ghani Che Kob, Adhi Kusumastuti, Atika, Widihastuti, Faizal Amin Nur Yunus
Sustainable Development Education (ESD) seeks to empower students of all ages who need to be more aware of and deal with the environment and society. Thus, sustainability of fashion education is another alternative to prepare students in the field of fashion to be able to balance the natural, social, and economic and be able to be competitive through the fashion design process. To achieve this goal, students need to be equipped with knowledge, attitude, behavior, awareness, and practice of sustainability. This study aimed to determine the validity andreliability and to confirm the measurement model of Fashion Education Sustainability (FES). AMOS software was used to test the validity and reliability of the instrument to verify the measurement model. This instrument was administered to 330 Fashion Design Art (FDA) students in vocational colleges. Confirmatory Factor Analysis (CFA) was used to evaluate the construct validity of this instrument. The FES instruments have reached the Cronbach alpha > 0.7 for the reliability of six constructs of FES items consisting of knowledge, attitude, behavior, objective norms, awareness, and practices. This instrument also obtained consistent and good internal validity, which were convergent and discriminant validity. The measurement model was fitted to the data and was accepted based on the suitability index (Fit Indices) that has been achieved namely degrees of freedom (df) 680, CMIN/df = 2.209 (< 5.0), CFI = 0.942 (> 0.90), TLI = 0.936 (> 0.90), and RMSEA = 0.061 (< 0.08). The instrument has been proven to be a good instrument and passed the psychometric standards. Overall, this study also contributes to the source of educational knowledge through the conceptual framework and procedures that have been implemented in the research methodology. In future studies, researchers suggest that experimental design studies be conducted so that the actual effects and consequences can be seen on the five driving factors. In addition, the addition of mediating or disruptive factors such as creativity, skills, and motivation in the conceptual framework of this study was also suggested by the researchers. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Faculty of Technical & Vocational, Sultan Idris Education University, Tanjung Malim, Malaysia; Faculty of Engineering, Universitas Negeri Semarang, Semarang, Indonesia; Faculty of Engineering, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Technical & Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
