This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a fourfactor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first-and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.

Background and Purpose: Mathematical modelling competency is one of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the study of complexity and modern science. Since many scholars frequently adopt instrument from one cultural background to another, they also offer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers.   Methodology: We utilized a survey approach to examine the factor structure of mathematical modelling test for 202 secondary prospective mathematics teachers, selected by cluster random sampling. Mathematical modeling test was adapted to measure the desired constructs. More importantly, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA) using AMOS 18 and Rasch measurement model with Winstep version 3.73 to analyze the data.   Findings: The EFA and CFA technique verified that a mathematical modelling test was acceptable for Indonesian prospective mathematics teachers. In addition, Rasch analysis also confirmed that all items fit the criteria well and implied that all items are valid in measuring student mathematical modelling competency. This finding concludes that the mathematical modelling test of Indonesian prospective mathematics teachers have an eight-dimension structure.    Contributions: This present research contributes towards psychometric measure on the reliability and validity of a mathematical modelling test in mathematics education programs.   Keywords: Confirmatory factor analysis, mathematical modelling competency, Rasch measurement model.   Cite as: Hidayat, R., Qudratuddarsi, H., Mazlan, N. H., & Mohd Zeki, M. Z. (2021). Evaluation of a test measuring mathematical modelling competency for Indonesian college students.  Journal of Nusantara Studies, 6(2), 133-155. http://dx.doi.org/10.24200/jonus.vol6iss2pp133-155

The impact of the Covid-19 pandemic has had a far-reaching effect on higher education institutions, and individual student assessments have garnered much attention during the pandemic. This study aimed to validate Science, Technology, Engineering, and Mathematics (STEM) application instruments using the Rasch analysis employing Winsteps version 3.73. A survey was conducted with 201 respondents from two provinces in Indonesia. The students were selected by convenience sampling and answered the adopted STEM application instrument. The STEM application instruments were adapted, and these were divided into seven sub-constructs derived from STEM disciplines. Rasch Modelling was employed for data analysis using Winsteps version 3.7.3 to analyse reliability, separation, item fit statistics, unidimensionality, and rating scale calibration. Each sub-construct fulfilled a minimum of 0.65 for Cronbach alpha, item, and person reliability, and most of them had more than 1.5 person and item separation. In general, each item had a good score of the mean square, Z-tolerated standard, and point measure correlation, indicating fulfilment of the Rasch measurement model. The analysis also showed unidimensionality assumption and an excellent rating scale. This study contributed to the body of STEM knowledge by using Rasch Modelling to test the validity and reliability of STEM application instruments.

When it comes to providing pupils with real-world experiences, mathematical modelling is essential. The objective of this study is to test the interrelationships between metacognition and goals of achievement, which was predicted to influence horizontal mathematization. Female students accounted for 89.8% of the 538 valid participants, while male students accounted for 10.2%. The study was conducted using a correlational method to examine the level of correlations among metacognition, goals of achievement, and horizontal mathematization. Confirmatory factor analysis (CFA) using AMOS 18 was utilized to compute the gathered data. We found goals of achievement, cognitive strategy, and selfchecking were observed to influence horizontal mathematization. However, the SEM analysis found no significant relationships between awareness and planning strategies toward horizontal mathematization.