Aplikasi Rasch Model dalam Mengevaluasi Intelligenz Structure Test (IST)

Abstract

<p class="IABSTRAK"><strong>Abstract:</strong> The concept of objective measurement in the social sciences and educational assessment must have five criteria: 1) Gives a linear measure with the same interval; 2) Conduct a proper estimation process; 3) Finding unfeasible items (misfits) or outliers; 4) Overcoming the lost data; 5) Generate replicable measurements (independent of the parameters studied). These five conditions of measurement, so far only Rasch model that can fulfill it. The quality of intelligence measurements made with the Rasch model will have the same quality as the measurements made in the physical dimension in the field of physics. The logit scale (log odds unit) generated in the Rasch model is the scale of the same interval and is linear from the data ratio (odds ratio). Based on the results of the analysis that has been done on the IST test instrument can be seen that in general the quality of IST test included in either category. Of the 176 IST test items there is only 1 item that is not good, ie aitem 155 (WU19) so that aitem 155 should be discarded. Based on the DIF analysis it can be seen that there are 28 items in favor of one gender only, so the twenty-eight items should be revised.</p><strong>Abstrak: </strong>Konsep pengukuran objektif dalam ilmu sosial dan penilaian pendidikan harus memiliki lima kriteria: 1) Memberikan ukuran yang linier dengan interval yang sama; 2) Melakukan proses estimasi yang tepat; 3) Menemukan item yang tidak tepat (misfits) atau tidak umum (outlier); 4) Mengatasi data yang hilang; 5) Hasilkan pengukuran yang <em>replicable </em>(independen dari parameter yang diteliti). Kelima kondisi pengukuran ini, sejauh ini hanya model Rasch yang bisa memenuhinya. Kualitas pengukuran kecerdasan yang dibuat dengan model Rasch akan memiliki kualitas yang sama dengan pengukuran yang dibuat dalam dimensi fisik di bidang fisika. Skala logit (<em>log odds unit</em>) yang dihasilkan dalam Rasch model adalah skala interval yang sama dan linear dari rasio data (<em>odds ratio</em>). Berdasarkan hasil analisis yang telah dilakukan pada instrumen tes IST dapat diketahui bahwa secara umum kualitas tes IST termasuk dalam kategori baik. Dari 176 item tes IST hanya ada 1 item yang tidak bagus, yaitu aitem 155 (WU19) sehingga aitem 155 harus dibuang. Berdasarkan analisis DIF dapat dilihat bahwa ada 28 item yang mendukung satu jenis kelamin saja, sehingga dua puluh delapan item harus direvisi.

Psychometric properties of the SE-Revised: A rasch model analysis

“…The overall quality of the SE-revised items is quite good because there are no misfit items observed. This finding is in line with previous studies which found several items in the original SE that were not functioning properly and needed improvement (Elvira, 2011;Rahmawati, 2014;Suryani, 2018). After the revision was carried out, all items of the SE was deemed fit, meaning that there was an increase in the quality of items after being revised.…”

“…Data analysis was carried out using computerized rasch model through the Winstep 3.73 for Windows application program, which produces results that has been sorted based on difficulty level -from the highest difficulty level to the lowest difficulty level, making it easier to identify which questions are difficult and which questions are easy (Suryani, 2018). The data analysis includes analysis of unidimensionality, reliability, fit items, item difficulty index, and DIF.…”

“…Research by Elvira (2011) indicated that eleven items need to be improved, while research by Rahmawati (2014) shows that nine items need to be improved. Also, Suryani (2018) found that item number 20 was biased towards a particular gender, thus also suggested improvement.…”

Application of the Rasch Model on the Test Instrument to Analyze the Problem-Solving Ability of Students in Acid-Base Solutions Materials

“…This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) lebih komprehensif dan konkrit dalam pengukuran instrumen tes, hal ini karena model Rasch melibatkan dua aspek parameter yaitu (a) abilitas siswa, dan (b) tingkat kesulitan soal (Mariam et al, 2018;Suryani, 2018).…”

Testing the quality of film-based creative and innovative character education test with rasch model

“…Menurut Suryani (2018) konsep pengukuran objektif dalam ilmu sosial dan penilaian pendidikan harus memiliki lima kriteria: 1) Memberikan ukuran yang linier dengan interval yang sama; 2) Melakukan proses estimasi yang tepat; 3) Menemukan item yang tidak tepat (misfits) atau tidak umum (outlier); 4) Mengatasi data yang hilang; 5) Hasilkan pengukuran yang replicable (independen dari parameter yang diteliti). Kelima kondisi pengukuran ini, sejauh ini hanya Rasch Model yang bisa memenuhinya.…”