Content validity uses Rasch model on computerized testlet instrument to measure chemical literacy capabilities

Fahmina, Shifi Syarifa; Masykuri, Mohammad; Ramadhani, Dimas Gilang; Yamtinah, Sri

doi:10.1063/1.5139755

Cited by 14 publications

(19 citation statements)

References 23 publications

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“…Penelitian tentang pengembangan dan analisis instrumen literasi kimia di Indonesia sudah mulai banyak dilakukan, seperti penelitian yang dilakukan oleh Arabbani tentang analysis the quality of instrument for measuring chemical literacy abilities of high school student using rasch model [8] ; dan penelitian yang dilakukan oleh Sadhu dan Laksono tentang development and validation of an integrated assessment for measuring critical thinking and chemical literacy in chemical equilibrium [9] ; dan penelitian yang dilakukan oleh Fahmina tentang content validity uses rasch model on computerized testlet instrument to measure chemical literacy capabilities [10] ; penelitian yang dilakukan oleh Eka Yusmaita tentang chemical literacy test instrument designing on buffer topic using model of educational reconstruction (MER) [11] ; dan penelitian yang dilakukan Thummathong tentang construction of a chemical literacy test for engineering students [12] . Berdasarkan beberapa penelitian tersebut, diketahui bahwa beberapa aspek yang ingin diakses kepada peserta didik tidak serta merta bisa dilakukan dalam satu instrumen, aspek sikap misalnya, diakses melalui lembar wawancara atau observasi.…”

Section: Pendahuluanunclassified

Pengembangan Butir Soal Literasi Kimia pada Materi Ikatan Kimia Menggunakan Model Rasch

Rizki

Yusmaita

2021

Edukimia

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This study aims to develop chemical literacy items on chemical bonding material that can be used to measure students literacy skills, help students understand chemical literacy-based questions, understand chemistry, communicate chemistry orally and in writing, and apply their ability to solve problems in daily life. The type of research is development research with Model of Educational Reconstruction (MER) design. The content validity test was carried out by five validators and analysed using the Rasch model with the facets application. Meanwhile, empirical testing of students was analysed using the Rasch model with the winsteps application. The results of the content validity analysis in this study showed the results of the agreement (exact agreements) of 86,8 percent and the estimated results of the approval (expected agreements) of 87,8 percent, and the results of the analysis of chemical literacy instruments had a valid category and had a reliability value of 0,96.

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Section: Pendahuluanunclassified

Pengembangan Butir Soal Literasi Kimia pada Materi Ikatan Kimia Menggunakan Model Rasch

Rizki

Yusmaita

2021

Edukimia

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“…Pengujian secara empiris terhadap peserta didik dianalisis menggunakan model Rasch. Model Rasch merupakan suatu model pengukuran yang memanfaatkan model matematika dengan mengonversi skor mentah menjadi skor yang diproses untuk memberikan informasi yang lebih valid serta akurat [18] . Pengukuran dengan model Rasch dapat dilakukan menggunakan aplikasi Ministep [19] .…”

Section: Persamaanunclassified

Pengembangan Instrumen Literasi Kimia pada Tema Silver Tarnish dan Polishing Silver

2021

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This study aims to develop chemical literacy instrument that can be used to measure chemical literacy skills of students. The chemical literacy instrument in this study was arranged based on four domains of chemical literacy consisting of content, context, HOLS and affective aspects. This study uses the Model of Educational Reconstruction (MER) design. Content validity testing was conducted with five experts and analysed using CVR, while empirical testing of students was analysed using the Rasch model with Ministep application. Based on results of this research, chemical literacy instrument on silver tarnish and silver polishing topic is categorized as valid and reliability value is of 0,92.

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“…Nine validators validated the instrument through a focus group discussion. The validators were asked to complete the validation sheet about the fitness of stems, items, and answer choices based on its proper context, subject knowledge, clarity, spelling, and language (Fahmina, Masykuri, Ramadhani & Yamtinah, 2019). The validators were also experts in educational evaluation and Chemistry learning.…”

Section: Figure 2: Explanatory Design Used In This Researchmentioning

confidence: 99%

Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

Kawedhar

Mulyani

Saputro

et al. 2020

IJLTER

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Private tutoring, also known as shadow education (SE), is significant in the view of Indonesian society. It attains public reliance on children’s success at school. Although SE seems to be promising to elevate students’ achievements in school, this still needs to be proven. With the development of 21st-century skills, can SE make itself worthy of being a part of proper supplementary education? This research aims to reveal how relevant SE is to develop students’ 21st-century skills, especially critical thinking (CT) skills. This study involved 193 students from 3 different ranks of schools in Surakarta, Indonesia. This mixed methods explanatory research used a computerized testlet instrument to obtain quantitative data about students’ CT skills in Chemistry. Open-ended questionnaires and open-ended interviews were used to obtain qualitative data about students’ tendencies in their SE. Interviews were also performed to hear SE tutors’ voices about the SE field in which they worked. The quantitative data were analyzed using Rasch modeling to reveal the interaction between the items and students’ CT skills. The modeling results showed that SE still seems less significant in responding to the community’s wishes about their children’s success at school, especially as related to CT skills. However, the results also showed that SE can aid those with moderate cognitive ability. Furthermore, the qualitative results are worth considering by those who will take or build SE in future. Thus, SE can be a proper supplement for formal education.

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Content validity uses Rasch model on computerized testlet instrument to measure chemical literacy capabilities

Cited by 14 publications

References 23 publications

Pengembangan Butir Soal Literasi Kimia pada Materi Ikatan Kimia Menggunakan Model Rasch

Pengembangan Butir Soal Literasi Kimia pada Materi Ikatan Kimia Menggunakan Model Rasch

Pengembangan Instrumen Literasi Kimia pada Tema Silver Tarnish dan Polishing Silver

Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

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