Research Article doi: 10.12973/eu-jer.10.2.773 European Journal of Educational Research Volume 10, Issue 2, 773 - 783. ISSN: 2165-8714 https://www.eu-jer.com/ Measuring Students’ Curiosity Character Using Confirmatory Factor Analysis Herwin * Universitas Negeri Yogyakarta, INDONESIA Riana Nurhayati Universitas Negeri Yogyakarta, INDONESIA Received: April 4, 2020 ▪ Revised: October 12, 2020 ▪ Accepted: March 16, 2021 Abstract: This study aims to test proving the scale of measuring the character of students' curiosity using confirmatory factor analysis. This study uses a quantitative approach. The sample used was 325 randomly selected participants. The variable examined in this study is the character of curiosity. The curiosity variable is focused on elementary school students. In this study, this variable was measured by four indicators and 16 measuring items. The four indicators include: paying attention, taking notes, asking questions, and comparing. Data collection was carried out by distributing curiosity questionnaires to participants. The data analysis technique used was confirmatory factor analysis. The reliability analysis used was the composite score reliability analysis. The results of the study concluded that the constituent indicators of the latent variables of students' curiosity show that all loading factor values have a significant effect on the latent variables in the first-order confirmatory factor analysis (CFA). Meanwhile, in the second- order CFA, the variable of curiosity, the biggest contribution was the indicators compare. This student curiosity assessment model has fulfilled the goodness of fit aspect of the model and has been reliable based on construct reliability. This study recommends a scale measuring elementary school students' curiosity. Keywords: Students, curiosity, confirmatory factor analysis. To cite this article: Herwin, & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773-783. https://doi.org/10.12973/eu-jer.10.2.773 Introduction The challenge to a new generation of citizens is the basis that a nation's character can be developed and reshaped by a country in an effort to protect the new generation (Kennedy et al., 2013). Through today's globalization, community transformation is very important in efforts to strengthen the nation's character (Arfani & Nakaya, 2020). Character education is one of the focuses of the Indonesian government and has become one of the interesting things in Indonesia (Arifin et al., 2017; Atmajawati & Hening, 2018; Suyatno et al., 2019). This is the focus as an effort to anticipate social changes that can bring changes to human character (Hidayati et al., 2020). In practice, the emphasis on character education is focused on primary and secondary education. However, assuming the formation of behavior and character will be effective in childhood so that on the basis of that thinking the government focuses on the cultivation of character education at the level of basic education (Setianingsih et al., 2020). Character education in Indonesia is carried out integrated with other subjects. Thus, character education is not only the responsibility of school teachers but also the shared responsibility of all components of education. Character education in Indonesia with various cultural and religious backgrounds is very important and urgent. In this case, education not only serves to instill values based on certain cultures but also universal human values. The diverse cultural wealth is seen as a vehicle for learning to respect differences in values, views, and behavior in relationships. As such, it will shape the character of students who are sensitive to differences, caring, empathy, and participation in shared interests. These values form the basis of mutual understanding in living together in diversity. Thus, students are equipped with the values of living together in peace not only as a form of co-existence but rather on pro-existence. Education must be able to stop increasing the values of silence, ignorance, inequality, prejudice, injustice and ignorance transferred to inclusive values, caring and sharing, equality, fairness, and sympathy (Setianingsih et al., 2020). One of the national character values emphasized by the government in Indonesia is curiosity. This curiosity is a character value that must be instilled since the level of primary education. In the learning process students are * Corresponding author: Herwin Universitas Negeri Yogyakarta, Primary School Education, Indonesia.  herwin89@uny.ac.id © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).