Adaptation of Teenage Nonviolence Test to Measure
the Peacefulness of Senior High School Students
Dadang Sudrajat
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung 40291, West Java, Indonesia
Department of Educational Psychology and Guidance,, Faculty of Education Sciences
Keywords: adaptation, teenage nonviolence test, rasch modeling, internal consistency.
Abstract: This study aims to adapt the scale of teenage nonviolence test (TNT) that Mayton developed into the
Indonesian cultural context to obtain a valid and reliable scale. By using descriptive method toward number
of 2,293 students from some State Senior High Schools of Bandung and through Rasch modeling analysis, it
is reported that all items can be correctly perceived by the students. Cronbach alpha reliability of .89 and
unidimensionality of 36.5%, are both categorized good. The Indonesian version of the TNT scale has a high
internal consistency in psychological nonviolence, physical nonviolence, and Satyagraha. Whereas in
empathy/helping, Tapasya, and the active values orientation, internal consistency including medium category.
The implications of the research still require further research on the scale of TNT at the level of education in
elementary, junior and vocational schools, or among santri in Pesantren in order to obtain conclusive and
comprehensive results, both urban and rural areas. This research, however, demonstrates a good dynamic,
movement, progress, and a good beginning for the development of the TNT scale in the context of a rich
ethnic Indonesia.
1 INTRODUCTION
Since the 1920s, Ki Hadjar Dewantara, a prominent
educationist, stressed the importance of education
based on an orderly and peaceful principle. "Order
will not exist if it does not rely on peace. On the
contrary, no one will live peacefully, if he is impeded
in all conditions of his life. But the order and peace
created in the school must be free from coercion,
facilitated through a very democratic method among
the people" (Majlis Luhur Persatuan Tamansiswa,
2013, p 48). Orderly and peaceful meaning refers to a
dynamic state, not static, also free from injustice.
The concept of pedagogical development of peace
in Indonesia, is a concern and considered as important
component in discussing quality education. Peace
pedagogy study is an implementation of peace
education in line with the structure of UNICEF
programs through the Millennium Development
Goals (MDG, 2000); human rights principles in an
effort to call for education that helps children, youth
and adults to acquire skills such as conflict prevention
and resolution and social and ethical values;
implementation of the 16th point "Sustainable
Development Goals (SDGs):" Peace, Justice, and
Strong Institutions -Promote peaceful and inclusive
societies for sustainable development, provide access
to justice for all and build effective, accountable and
inclusive institutions at all levels " (UNESCO, 2017).
Furthermore, the awareness of the importance of
peace education is one of the important points of
article 3 of the Presidential Regulation of the
Republic of Indonesia number 87 of 2017 on
Strengthening Character Education, which states that
strengthening character education (PPK) is to apply
Pancasila values, especially the values of peace
loving. Reardon (1988), an expert on peace education
affirms, peace can be interpreted as a dynamic
behavior concept, active process, and describes a
condition in which justice can be achieved, in the
absence of violent behavior.
In an effort to build schools as a "safe and peaceful
institution" and to become a pioneer of nonviolent
institutions "which emphasizes the welfare of
students in schools, as confirmed by Baswedan (2016,
pp. 1), Lama (2016), Syrjäläinen, et al. (2015 ),
Kartadinata (2016, 113), Bangchun (2013), Sneddon
Sudrajat, D.
Adaptation of Teenage Nonviolence Test to Measure the Peacefulness of Senior High School Students.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 127-132
ISBN: 978-989-758-314-8
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(2010), Konu and Rimpelä (2002), Landau and
Gathercoal (2000), the tendency to early peace
behavior needs to be appropriate and accurately
identified to respond to needs in order to empower
students (Tang in UNESCO, 2017) on a sustainable
development education system. This system is
expected to inspire, encourage, and become an
integral part of the effort to develop the mindset of
student peacefulness. Student peacefulness refers to a
process of developing a mindset, behavior, value
orientation, corrective action, and conflict resolution
in a student's life to create or achieve a peaceful and
harmonious state. Peacefulness as a result refers to the
process of development and not the endpoint of a
peaceful and harmonious process because
peacefulness is a condition that must be nurtured so
that it is always in a dynamic optimum condition
(Kartadinata, 2014).
So far, in Indonesia research on the peacefulness
of high school students is still limited. In fact, since
the last few years, in the United States, Mayton (2001,
2002, 2009), has developed the TNT scale of
detecting a trend toward peaceful behavior among
adolescents and his research reports on the extent to
which adolescents support peace. The TNT was
developed by Mayton based on the concept of
Pacificism (Elliot, 1980), nonviolence concepts of
Kool (1990), Kool and Sen (in Mayton II, 2009, pp.
219) and to a certain extent, Mohandas philosophy
(1957, 1951, 1921) and Gandian Personality Scale
(GPS) developed by Hasan and Khan in 1983 (in
Mayton II, 2009, pp. 219) that concentrate on the
concept of Ahimsa (nonviolence), Satyagraha
(seeking wisdom and truth), and Tapasya (willingness
to accept suffering). Gerstein, et al. (2014) affirmed
the importance of testing TNT factorial structures in
the US and in Hong Kong (Gerstein, et al, 2016). The
purpose of this study is to see whether the scale of the
peace detector is successfully translated and adapted
so that it is feasible to use to ensure the tendency of
peacefulness of high school students in Indonesia.
Eventually, this adaptation is expected to succeed so
as to enable this research to measure the peacefulness
among high school students in Indonesia and compare
it with existing peacefulness trends, for example in
America and China (Mayton, 2009; Bangchun, 2013;
Lama, 2016).
In further developments, Mayton (2001, 2002,
2009), reports that the TNT scale contains 55 items of
Likert scale. Divided into firstly a physical
nonviolence dimension (16 items) measuring
awareness to reject various forms of behavioral
violence or behavioral threats that could cause others
to injury, force, limit or eliminate their behavior and
support alternative conflict resolution
(acknowledging the existence of an ethical trust
structure and moral). Secondly, psychological
nonviolence (16 items) measuring awareness to reject
various forms of psychological violence in the form
of behavior or behavioral threats, contempt or ways
that can degrade the dignity of human beings
individually or in groups in an attempt to force, limit
or eliminate behavior them and support alternative
conflict resolution, conscious rejection of behavior
that seeks to force by humiliation, intimidation, or
other means of degrading the dignity of another
person or group. Thirdly, using Gandhi's thinking
scale, which has an orientation of active values. The
insight contains a willingness to display behaviors
designed to achieve a situation that fits the purpose,
values, and norms. Fourthly, help or empathy, have
an interest to help others in a small level of need
though. Fifthly, Satyagraha, actively seeking a policy
and willing to change the conception of the truth of
his life. Sixthly, Tapasya or Tapa, that is willing to
remain patient in the face of adversity or suffering,
instead of causing new conflicts that can harm.
Mayton (in Bangchun, 2013, pp. 61) and Lama
(2016, pp. 706) report high internal consistency for
five of the six dimensions. TNT is highly correlated
with 65 items of nonviolence test (NVT) developed
by Kool and Sen (in Mayton, 2009), the Aggression
Questionnaire (AQ) developed by Buss and Perry (in
Lama, 2016) and students' self-assessment of
aggressive tendencies (Mayton, 2009). Furthermore,
the scale of physical and psychological nonviolence
correlates -.33 and -.38 with teacher aggression
ratings as measured on the Teacher Assessment Form
(BAMED) (Baker, et al., 1991 in Lama, 2016). The
Mayton TNT scale is a good instrument, but
according to Lama (2016) and Bangchun (2013), it
fails to test the gender score on each item. In addition,
it is also explained that the Mayton scale is not one
that tries to assess the tendency of high school
students to take action in order to combat or combat
the structural violence initiated by Gandhi and Martin
Luther King. In 2001 Diamond (in Lama, 2016,
Bangchun, 2013) succeeded in developing a
nonviolence self-test (NST) and equipped TNT with
the three items that contained the will to take action
in fighting or against structural violence or fighting
for justice.
This research was conducted to obtain valid and
reliable TNT scale instrument based on Indonesian
context. Then the data obtained from 2293 sample
persons will show characteristics that may be
relatively the same or different from previous data
ICES 2017 - 1st International Conference on Educational Sciences
128

based on a sample of American teenagers (Mayton,
2009) and China (Bangchun, 2013, Lama, 2016).
2 METHOD
2.1 Participants
The random sample for this study involved as many
as 2293 students from 14 selected Bandung State
Senior High Schools, consisting of male students as
many as 1,149 (50.11%) and female students of 1,144
in number (49.89%). with a standard deviation of
total data of .44.
2.2 Procedure
This survey was conducted in early August-October
2016. Firstly, this study involved about 28 students
who have been trained first in understanding the
instruction instruments and the flow of research that
will be done. So every school was visited by two
research students. Secondly, contacting the school
management office to request permission for research
at the school and contact the subject teachers and/or
guidance and counseling teachers (BK teachers)
designated for their learning hours/hours of BK
services, a day before the survey. Thirdly, explain in
detail in the sample class and answer student
questions if there are certain items that have not been
understood and motivating students to fill the
questionnaire carefully and seriously. The time span
required to work on the TNT scale is about 30-45
minutes. Fourthly, after filling out the questionnaire,
each participant was given thanks.
The TNT scale scaling pattern has a range from
deeply describing the respondent (5), describing
oneself (4), simply describing oneself (3) lacking
oneself (2), and not describing oneself (1). To test the
validity and reliability of the items, Rasch modeling
analysis (Sumintono and Widhiarso, 2015, pp. 51-57)
and Boone (2016, pp. 1) emphasized that:
“Rasch analysis is a psychometric technique that
was developed to improve the precision with
which researchers construct instruments, monitor
instrument quality, and compute respondents’
performances. Rasch analysis allows researchers
to construct alternative forms of measurement
instruments, which opens the door to altering an
instrument in light of student growth and change.
Rasch analysis also helps researchers think in
more sophisticated ways with respect to the
constructs (variables) they wish to measure….”
3 RESULTS AND DISCUSSION
3.1 Validity and Reliability
The TNT item validity figures range between .16-.59
at p <.05. This means that the validity of all TNT
items adapted into Indonesian culture, can be
perceived accurately by the respondents. The
Cronbach alpha value of .89, including the good
category (Sumintono and Widhiarso, 2015, pp. 109).
The unidimensionality index is 36.5%, including the
good category (Sumintono and Widiarso, 2014, p.
122).
3.2 Internal Consistency
The Indonesian version of the TNT scale appears to
have a high internal consistency for three of the six
dimensions, with the Cronbach alpha coefficient of
.85 on the psychological dimension of .76 in the
physical nonviolence dimension, and .72 in the
Satyagraha nonviolence dimension. Three of the
other dimensions tend to be the internal consistent
level (α=.67 in the "empathy/help" dimension, α=.56
on the "tapasya" dimension, α=.40 on the dimension
"orientation of active values"). More clearly this
result can be seen in table 1 below.
Table 1: TNT internal consistency.
TNT subscale
Alpha coefficient
American
(n=376)*
Chinese
(n=313)*
Indonesian
(n=2293)
Physical
nonviolence
.90
.79
.76
Psychological
nonviolence
.86
.83
.85
Active value
orientation
.32
.37
.40
Helping/
empathy
.80
.63
.67
Satyagraha
.77
.65
.72
Tapasya
.78
.60
.56
* Mayton, 2009, Bangchun, 2013, and Lama 2016
3.3 Comparison of Interrelations in
Each Dimension
One of the six dimensions of TNT is intertwined with
the high category significantly, namely the
correlation coefficient between the dimensions of
physical and psychological nonviolence. It appears
Adaptation of Teenage Nonviolence Test to Measure the Peacefulness of Senior High School Students
129

that Pearson's correlation for Indonesian samples is
.819 (n = 2293) at p <.01. As for American samples
(n=376) is .86 and China (n=313) is .56 (Mayton,
2009; Bangchun, 2013; Lama, 2016). In detail this
result can be seen in table 2.
Table 2: Comparison of interrelated on each dimension.
Dimension
Psychological
nonviolence
Active value
orientation
Helping/empathy
Satyagraha
Tapasya
Physical nonviolence
.819**
.209**
.124**
.184**
.162**
**Correlation is significant at the .01 level (1-tailed)
3.4 Correlation of Willingness to Take
Nonviolence (Items 8, 9, 10) with
Each Dimension
Of the 55 items on the TNT scale, three items were
adopted from nonviolence self-test (NST) from
Louise Diamond (2001 in Lama, 2016), item 8, 9, and
10. It describes the desire or consciousness to take
action in the realization of non-violence. These six
dimensions of TNT are interconnected with moderate
categories significantly, i.e. on the correlation
coefficient between the willing action with the
dimensions of helping or empathy (.519), Satyagraha
(.508), psychological nonviolence (.468), and
psychological nonviolence (.401), while for the
correlation of action with active value orientation
(.380) and Tapasya (.282), both belong to the
category of low relationship but still remains
significant. These six results are very different from
Bangchun (2013) and Lama (2016) (see Bangchun
2013 and Lama, 2016).
Other results of this study indicate a success in
measuring the tendency of desire or awareness of
high school students to take action in realizing
nonviolence. These results also provide evidence
support to the peaceful scale of Louise (2001) known
as Louise Diamond Nonviolence Self-Test (NST).
The total of these three items shows a significant
relationship with each dimension. In detail this result
can be seen in table 3.
Table 3: Correlation of willing to take action with the six dimensions of TNT.
Dimension
Physical
nonviolence
Psychological
nonviolence
Active value
orientation
Helping/
empathy
Satyagraha
Tapasya
Willing to
action
.401**
.468**
.380**
.519**
.508**
.282**
**Correlation is significant at the 0.01 level (1-tailed)
3.5 Discussion
By comparing reliability between America, China,
and Indonesia, it seems that the Indonesian version of
TNT scale is promising, because it has a high internal
consistency for three of the six dimensions measured.
With the Cronbach alpha coefficient (α=.85) on the
dimension of psychological anti-violence, .76 on the
physical hardness dimension, and .72 in the
Satyagraha nonviolence dimension. Three of the
other dimensions tend to have a moderate level of
internal consistency (α=.67 in the "empathy/help"
dimension, α=.56 on the "tapasya" dimension, α=.40
on the dimension "active values orientation").
Interestingly, the acquisition of the Cronbach alpha
coefficient in Chinese and Indonesian countries is
relatively similar (see the six dimensions of
nonviolence measured, the difference is not too far
apart). For example, on the dimensions of physical
nonviolence, China=.79 and Indonesia=.76. Then, on
the nonviolence psychological dimension, China=.83
and Indonesia=.85). Neither America, China, nor
Indonesia, in the dimensions of psychological
nonviolence, all of which show relatively few figures
(AS=.86; China=.83; Indonesia= .85). Neither
America, China, nor Indonesia, in the dimensions of
psychological nonviolence, all of which show
relatively few figures (AS=.86; China=.83;
Indonesia=.85). In terms of the dimensions of
physical violence and the empathy/help dimension,
the American state is larger than China and Indonesia,
but then it becomes relatively close to the dimensions
of active values orientation. Then, in the dimensions
of the American and Indonesian Satyagraha the
figures are relatively not much different.
It is interesting to re-examine why almost all TNT
items in Indonesian version (55 items) can be used. In
this case, approximately 2293 respondents responded
ICES 2017 - 1st International Conference on Educational Sciences
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appropriately. This means that high school students
have the same perception and the instruments
themselves are appropriate in formulating each
dimension of TNT scale so that the instrument is
reliable. The Indonesian version of TNT scale has
successfully measured the tendency of peacefulness
behavior.
By comparing the relationship between TNT scale
dimensions, it appears that in the Indonesian context
only the dimensions of physical nonviolence with
high and significant psychological harm, while the
rest are moderate, and even in China the relationship
is weaker than America. In the correlation coefficient
between the willing action with the dimensions of
helping/empathy (.519), Satyagraha (.508),
psychological nonviolence (.468), and physical
nonviolence (.401). The four relationships are
categorized as being medium. This means that high
school adolescents have the potential of
encouragement or desire to take action in realizing
nonviolence or trying to bring about justice, while the
rest for the correlation of willing action with the
active value orientation and Tapasya, both belong to
the category of low relations but is still significant,
there is a desire or encouragement to take
nonviolence action. These six results are very
different from Bangchun (2013) and Lama (2016)
(see Bangchun 2013 and Lama, 2016).
However, there are some limitations to this
research. First, sample comes from one city from the
selected schools taken based on simple random
sampling so that the information is not complete and
comprehensive. Second, trial reliability, concurrent
coefficients and group validity among high school
student groups have not been perfected by gender and
class context. Third, TNT's validity has not been
assessed or compared with other scales. Fourth, there
may be a discrepancy in placing all TNT American
items for immediate use in the Indonesian context.
4 CONCLUSIONS
There are some important and interesting things to do
in the future TNT scale research in the Indonesian
context. First, it is necessary to know the validity and
reliability of TNT with a larger number of samples
among elementary, junior, vocational and santri
students in pesantrenan, both in urban and rural areas.
Second, TNT's concurrent validity will be assessed on
a different scale, e.g. Pacifism Scales developed by
Elliot (1980), Nonviolence Test (NVT) developed by
Kool and Sen (1984), Gandhian Personality Scale
(GPS) developed by Hasan and Khan (1983),
Multidimensional Scales of Nonviolence (MSN)
developed by Johnson et al., The Nonviolent
Relationship Questionnaire (NVRQ) developed by
Eckstein and La Grassa (2005), "Self-Assessment "of
Nonviolence, Nonviolence Self-Inventory developed
by French (2004), Self-Test on Nonviolence
developed by Diamond (2011), Nonviolence
Inventory of Your Home and Family developed by
Diamond (2001).
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