This study aims to highlight the importance of visual representation skills in classroom practice, especially in classical mechanics physics, by discussing (1) free-body diagram representation, (2) resultant force system, (3) types and directions of quantities, (4) representation of results and units. This research was conducted on 30 students in second grade at Beringin Kupang High School. The research method was carried out experimentally using a special image representation test tool for classical mechanical materials. The research data were analyzed by descriptive method. The results showed that (1) more than 50% of students did not draw FBD before solving the problem, (2) the success rate of students in representing the resultant force system was the highest at 33%, (3) determining the type and direction of motion the success rate was 67%, and (4) representation results and units with a success rate of 40%. The results of this study become a reference for increasing the role of visual representation in learning physics.

Dalam usaha mengubah paradigma pendekatan penilaian dari classical test theory (CTT)menjadi item respon theory (IRT), maka penelitian ini berfokus pada estimasi kemampuanindividu (Mahasiswa) menurut pengkuran rasch model. Komponen yang ditinjau yaknikemampuan mahasiswa dan tingkat kesukaran tiap aitem tes. Metode penelitian ini dilakukandengan tes yang diberikan kepada mahasiswa pendidikan fisika semester V, FakultasKeguruan dan Ilmu Pendidikan, Universitas Katolik Widya Mandira. Proses analisis dilakukandengan mengurutkan kemampuan mahasiswa dan parameter tingkat kesukaran dalam skalalogitnya masing-masing. Hasil analisis menunjukkan bahwa rata-rata kemampuan mahasiswadalam mengerjakan tes Optika memiliki logit lebih tinggi yakni (0,76 logit) dari rata-rata logitkesukaran aitem tes atau mean item (0,00 logit). Analisis ini mampu mengklasifikasikankemampuan tiap-tiap individu dan kesulitan aitem-aitem tes dengan lebih tepat.