Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

Rahmani, Bita Dwi

doi:10.1088/1742-6596/948/1/012061

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…This informs educators in improving and / or improving the quality of their students. This is in line with some of the results of previous studies which explained that Rasch Model provides more in-depth information about the quality of students (Zamri & Nordin, 2015), thus helping educators in evaluating the learning process in the classroom (Mursidi & Soeharto, 2016;Rahmani, 2018;Suranata et al, 2018). In addition, the quality of the items (problems) that are informed can be more accountable because the quality of the questions is analyzed using the difficulty level of each item…”

Section: Discussionsupporting

confidence: 87%

Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis

2020

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The aim of this research is to develop Physics problems that are appropriate to be used for the final assessment at High School level with Rasch Model Analysis. Research method used in this study is Research and Development with the ADDIE model. Physics problems developed refers to the USBN blueprint issued by BSNP. Problems that have been developed will be validated by Physics experts, then tested on students, and analyzed for their quality using Rasch Model analysis. Validation results from Physics experts gave a score of 86.25% with very good criteria, it shows that Physics problems are feasible in terms of Physics material. The problems that have gone through the validation stage are then tested to several students and analyzed using the Rasch Model. Results of the analysis show that problems that have been developed have good validity and reliability. Problems that have been developed also have varying degrees of difficulty. Results of this analysis also show that problems that have been developed are not biased for a certain group. Based on the results, it can be concluded that Physics problems that have been developed are appropriate to be used for the final assessment at High School level.

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Section: Discussionsupporting

confidence: 87%

Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis

2020

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“…It is supported by the results of previous studies where educational background significantly influences attitudes, someone's skill in identifying a problem, and analyze the problem (Agfar et al, 2018). There is a significant influence of the educational background in choosing teaching methods and techniques, expressing ideas and experiences, understanding issue, implementing and delivering solution (Rahmani, 2018).…”

Section: Resultsmentioning

confidence: 66%

“…However, the value of SP skills is low and very low in interpreting skills and communicating skills. The causes of this results can be traced based on two things, consist of a) the length of teaching experience (Mahanani et al, 2020;Antony et al, 2019); and b) educational background (Agfar et al, 2018;Rahmani, 2018)science teacher in the professional teacher's program.…”

Section: Resultsmentioning

confidence: 99%

Science Process Skills Analysis of Science Teacher on Professional Teacher Program in Indonesia

Setiawan

Sugiyanto

2020

JPII

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The low level of science teacher graduation in the professional teacher program in the last two years has become a severe concern for researchers in higher education. Here we analyze these problems by measuring the Science Process (SP) Skills of science teachers in Indonesia through this program. Data collection procedures are interviews, worksheets, and questionnaires, while data analysis techniques use mixed methods, consist of quantitative and qualitative methods simultaneously. The SP skills data obtained were Observing 76.1%, Proposing Hypothesis 76.4%, Planning an Experiment 60.0%, Utilizing Tools 57.2%, Interpreting 39.4%, Applying Concept 48.1%, and Communicating 18.3%. The lowest percentage is in interpreting skills and communicating skills. Based on the analysis result, the causes are the short time teaching experience and the educational background of science teachers who are not linear with their competence.

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“…Nilai DIF memeriksa kemungkinan item bias yang disebabkan oleh pola jawaban dari kelompok yang berbeda (Rahmani, 2018;Veas et al, 2016;Xu et al, 2020). Pertanyaan bias muncul karena ada dua kelompok berbeda dengan kemampuan yang sama, tetapi ada perbedaan yang signifikan ketika menjawab item pada instrumen (Alwi, 2017).…”

Section: Analisis Model Raschunclassified

Analisis Model Rasch dalam Pengembangan Kuesioner Validasi Teoritik Butir Soal Pilihan Ganda Instrumen Tes Diagnostik

Maulana,

Aroyandini

2024

J. Labschool Cibubur

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Pengembangan instrumen tes diagnostik saat ini merupakan salah satu solusi untuk menganalisis masalah miskonsepsi. Dengan demikian, diperlukan instrumen yang dapat digunakan untuk secara teoritis memvalidasi instrumen tes diagnostik yang akan dikembangkan. Model Rasch merupakan salah satu model analisis yang dapat digunakan untuk menentukan kelayakan suatu instrumen. Penelitian ini bertujuan untuk mengembangkan kuesioner validasi teoritik butir soal pilihan ganda pada instrumen tes diagnostik melalui implementasi Model Rasch. Penelitian ini merupakan penelitian dan pengembangan dengan model ADDIE. Penelitian ini telah menghasilkan suatu instrumen validasi teoritis berbentuk kuesioner untuk memvalidasi butir soal berbentuk pilihan ganda pada suatu instrument tes diagnostik. Instrumen tes diagnostik yang telah dikembangkan terbagi menjadi tiga aspek, yaitu aspek materi sebanyak delapan butir, aspek konstruksi soal sebanyak 14 butir, dan aspek bahasa sebanyak enam butir. Hasil analisis Model Rasch menyatakan bahwa kuesioner validasi teoritik butir soal pilihan ganda pada instrumen tes diagnostik valid dari segi konstruk dan konstruk, serta reliabel. Penelitian ini menghasilkan kesimpulan bahwa produk pendidikan berupa kuesioner validasi teoritik butir soal pilihan ganda pada instrumen tes diagnostik dinyatakan layak dan dapat digunakan.

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Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

Cited by 5 publications

References 5 publications

Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis

Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis

Science Process Skills Analysis of Science Teacher on Professional Teacher Program in Indonesia

Analisis Model Rasch dalam Pengembangan Kuesioner Validasi Teoritik Butir Soal Pilihan Ganda Instrumen Tes Diagnostik

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