| Summary: | In the development of digital technology, schools must equip students with digital literacy skills to develop thinking both critically and creatively and make teaching and learning relevant to the students. There are various measuring instruments that have been developed to assess digital literacy for various target groups. However, quality and valid instruments are still limited and lacking. It is important to apply a valid measuring instrument for digital literacy based on its results in the case of overlapping and ambiguous constructions in the name of digital literacy. Thus, to assess the content validity of the questionnaire that had been generated to evaluate digital literacy of the school teachers is the main focus. The validity of the content was used as a criterion to confirm that the questionnaire was of high quality. The instrument's content validity was assessed according to the feedbacks of six professional in the field. The item content validity index and scale content validity index were implemented for content validity. Three (3) constructs namely; technical, cognitive, and social-emotional contain 6 items each were identified. The results of content validity index (I-CVI) showed between 0.97 to 1 and the scale content validity index (S-CVI/Ave) for the technical, cognitive, and social-emotional dimension of digital literacy was 1.00, 0.97, and 0.97 respectively. The questionnaire was identified with acceptable content validity. Further research able to guarantee that the questionnaire is checked for reliability as well as the other types of validity, including as face validity, construct validity, and criterion validity, in order to improve the assessment instrument's usefulness. © 2021. The Author(s).
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