Analisis Kualitas Tes Buatan Guru Melalui Pendekatan  Item Response Theory (IRT) Model Rasch

Pratama, Dinar

doi:10.32923/tarbawy.v7i1.1187

Cited by 8 publications

(11 citation statements)

References 2 publications

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“…Research on the Rasch model has been widely discussed (Chan et al, 2021;Che Lah et al, 2021;Nielsen et al, 2021;Scoulas et al, 2021;Tseng & Wang, 2021). Previous findings show that the Rasch model can be used by teachers and can be applied in final semester exams in various subjects: Chemistry (Purnamasari & Kartowagiran, 2019), Economics (Alfarisa & Purnama, 2019), Morality (Aqidah-Akhlak) (Pratama, 2020), and Physics (Asriadi & Hadi, 2021;Palimbong et al, 2018). Several similar studies were found, such as investigating the quality of test instruments in measuring students' abilities in exams.…”

Section: Introductionmentioning

confidence: 79%

“…This value indicates that the test-takers are inconsistent. It can also mean that the testtakers are careless in answering the questions, thus affecting the reliability value of the person or subject (Pratama, 2020).…”

Section: Estimation Of Reliabilitymentioning

confidence: 99%

“…It is a simple model (Mardapi, 2012). Besides, (Sumintono & Widhiarso, 2015), the Rasch model meets the measurement principles, such as having a linear measurement with equal intervals, overcoming the problem of missing data, providing an accurate estimate, being able to detect an inappropriate model, and providing independent measurement instruments parameters (Pratama, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

Rizbudiani

Jaedun‬

Rahim

et al. 2021

ajpm

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A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items’ validity matched the Rasch model with a range of INFIT MNSQ values between 0.89 – 1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item.

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Section: Introductionmentioning

confidence: 79%

Section: Estimation Of Reliabilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

Rizbudiani

Jaedun‬

Rahim

et al. 2021

ajpm

View full text Add to dashboard Cite

show abstract

“…A valid item means that it has an alignment between the question score and the total score, thus indicating that the item is capable of measuring students' abilities, whereas if the item score cannot provide support for the total score, the item is declared invalid (Indrawati & Sunarti, 2018). Test instruments that have invalid measuring power will not be able to provide information about students' abilities (Pratama, 2020). The items are said to be reliable because their reliability value in the criterion is very high, which is equal to 0.98.…”

Section: Resultsmentioning

confidence: 99%

The Scientific Literacy Test Instrument on Particle Dynamics for High School Students

Wati,

Mahtari,

Muthi'ah

et al. 2023

AJATeL

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The measurement of scientific literacy is very focused, this is shown by the urgency of preparing scientific literacy test instruments. This research develops a proper scientific literacy test instrument on particle dynamics material. This research is a development research adapted from the Borg and Gall model. The test subjects of this study were 202 students. Design validation, instrument validity, instrument reliability, instrument difficulty level and instrument differentiability are data analysis techniques. The product produced is a material science literacy test instrument for particle dynamics totaling 10 questions in the form of reasoned multiple choice questions. The results showed that (1) the questions were in the valid category, (2) had reliability with very good criteria of 0.83 (3) the difficulty level of the questions obtained 1 item in the difficult category and 11 questions with moderate criteria, (4) the results of the discriminating power of the questions show that there are 2 questions with sufficient discriminating power so that the items can still be used and there are 2 items with bias so that 2 items are discarded. It can be concluded that the developed scientific literacy test instrument can be used to measure students' scientific literacy competence.

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“…In the field of education, there are two approaches used to analyze test quality, namely Classical Test Theory (CTT) and Item Response Theory (IRT) (Fitriani et al, 2019). However, analysis of test quality using the classical test approach has been abandoned because it has many weaknesses (Pratama, 2020). Classical test theory has several weaknesses, namely; the results of the measurement will depend on the characteristics of the test used, the parameter of the item depends on the ability of the test taker, and measurement error can only be known for groups, not individuals (Mardapi, 2012).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Item Response Theory (IRT) Rasch Model in Quality Analysis of Final Exam Tests in Mathematics

Rahim

Haryanto

2021

jere

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This study was conducted to analyze the test instrument used to measure the ability of students in the odd semester final exam in mathematics. Sampling using purposive sampling technique. These students consist of 67 people. The questions given are in the form of multiple choice questions totaling 40 items related to the odd semester final exam material. The data analysis technique used quantitative descriptive analysis. The Rasch model is used to obtain fit items. This analysis was carried out with the help of Winsteps 3.73 software. From the output of the Winsteps program, 35 items were obtained according to the Rasch model with an average value of Outfit MNSQ for persons and items of 1.09 and 1.09, respectively. While the Outfit ZSTD values for person and item are -0,1 and -0,2 respectively. Meanwhile, the instrument reliability expressed in Cronbach's alpha is 0.77.

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Analisis Kualitas Tes Buatan Guru Melalui Pendekatan Item Response Theory (IRT) Model Rasch

Cited by 8 publications

References 2 publications

Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

The Scientific Literacy Test Instrument on Particle Dynamics for High School Students

Implementation of Item Response Theory (IRT) Rasch Model in Quality Analysis of Final Exam Tests in Mathematics

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