Explaining of executive mathematics problem-solving (EM-PS) self-assesment instrument for elementary school students: exploratory factor analysis

Executive Functions represent an important cognitive component that supports students during mathematical problem-solving processes. Existing instruments generally measure executive functions and mathematical problem-solving ability separately, making it difficult to capture students’ cognitive processes comprehensively. This study aimed to develop and examine the psychometric properties of the Executive Mathematics Problem-Solving (EM-PS) instrument. The study employed a quantitative approach using a cross-sectional survey design involving 240 elementary school students in Cirebon City, Indonesia. The instrument consisted of 43 items developed through the integration of Executive Functions Theory and Mathematical Problem SolvingTheory. Prior to empirical testing, all items underwent content validation through expert review to ensure alignment between theoretical constructs and measurement indicators. Data analysis was conducted using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The results identified six main dimensions, namely Enthusiastic Problem Situation, Elect Key Data, Elect Problem Solution (Planning), Elect Problem Solution (Implementation), Evaluation Problem Solution, and Enrich Solution Reflection. Factor loading values met the acceptable measurement criteria, with cumulative variance reaching 85.4%. All constructs demonstrated Average Variance Extracted values above 0.50, Composite Reliability values exceeding 0.70, and Heterotrait-Monotrait Ratio values below 0.90. The findings indicate that the EM-PS instrument possesses adequate validity and reliability, suggesting its potential use as a measurement tool for evaluating students’ cognitive processes during mathematical problem-solving activities.