Items Quality Analysis Using Rasch Model To Measure Elementary School Students’ Critical Thinking Skill On Stem Learning

Hamdu, Ghullam; Fuadi, Fitri Nurzakiah; Yulianto, Ade; Akhirani, Y S

doi:10.23887/jpi-undiksha.v9i1.20884

Cited by 24 publications

(32 citation statements)

References 10 publications

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“…The stages of the analysis process are through Rasch modeling with the adaptation of stages carried out by (Hamdu et al, 2020) The stages of the data collection and analysis process are presented in Figure 1. Data collection begins with the implementation of learning activities as the cause of the results of acquiring HOTS abilities in students.…”

Section: C4 Analysismentioning

confidence: 99%

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

et al. 2021

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Information on students' ability in higher-order thinking obtained during the learning process can certainly provide an overview for teachers to evaluate appropriate and effective learning. In this context, how can a teacher properly carry out diagnostic and remedial teaching based on the information on student abilities obtained? Therefore, this study aims to provide a disclosure analysis technique for the acquisition of students' abilities in higher-order thinking. This research is one of the stages of Design-Based Research (DBR), which is a reflection to produce design principles and perfect their implementation. Determination of the research sample is done by using the purposive sampling technique. Data collection of students' ability in higher-order thinking was done through HOTS-based test questions developed based on the cognitive hierarchy adopted from Bloom's taxonomy. The results of the acquisition of students' abilities in higher-order thinking were then analyzed through Rasch modeling with the help of the Winsteps 3.75 application. Based on the results of

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Section: C4 Analysismentioning

confidence: 99%

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

et al. 2021

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“…Penilaian pembelajaran memberikan informasi yang baik bagi guru untuk membantu siswa belajar lebih baik. Selain alat dari pendekatan Teori Uji Klasik (CTT) yang biasa digunakan oleh guru, pendekatan lain yang disebut pengukuran objektif yang didasarkan pada probabilitas adalah alat alternatif yang dapat memberikan pengukuran yang lebih tepat (Hamdu et al, 2020). Model Rasch yang menyediakan teknik analisis psikometrik dapat digunakan oleh guru untuk mengembangkan item tes dan untuk menyajikan informasi yang relevan terkait dengan penilaian pembelajaran siswa (Sumintono, 2018).…”

Section: Pendahuluanunclassified

“…(Sumintono, 2015) Hasil dari data ini dapat memberikan informasi kepada guru untuk mengidentifikasi keterampilan dan kecocokan siswa dalam mengembangkan keterampilan berpikir kritis selama proses pembelajaran berbasis STEM. (Hamdu et al, 2020) Maka, dari hasil analisis tersebut, seorang guru akan lebih mudah untuk memberikan attention sesuai dengan ablitas dari siswa. Selain itu guru akan lebih mudah untuk melakukan koreksi pada soal yang telah di buat agar tidak membuat soal dengan kesalahan yang sama.…”

Section: Pembahasanunclassified

Analisis rasch untuk soal tes berpikir kritis pada pembelajaran STEM di sekolah dasar

Syadiah¹,

Hamdu²

2020

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Pendekatan STEM dapat membentuk siswa menjadi sumber daya manusia yang mampu berpikir kritis sehingga mampu memenuhi standar sumber daya manusia abad 21 serta mampu menghadapi tantangan global yang semakin kompleks. Penelitian ini bertujuan untuk menganalisis bagaimana kemampuan siswa kelas 5 sekolah dasar di Tasikmalaya, Jawa Barat yang diukur dengan menggunakan soal tes berpikir kritis dalam pembelajaran STEM (Science, Technology, Engineering, Mathematic). Hasil tes tersebut di analisis dengan Model Rasch sebagai alat untuk mengukur kesesuain butir soal dan abilitas siswa, sehingga seorang guru akan lebih mudah untuk mengidentifikasi kesalahan yang terjadi. Dengan demikian pengimplementasian Model Rasch pada soal tes berpikir kritis pada pembelajaran STEM di sekolah dasar dalam rangka mempersiapkan sumber daya manusia yang kompeten dalam menghadapi tantangan abad 21 dapat dilakukan

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“…Other than that, Walker (Redhana, 2013) explains that thinking critically is a creative process that can drive the students to get new knowledge bypassing several problem solving and collaboration. Meanwhile, thinking critically is included in the process of thinking carefully thus it can help someone to create, evaluate, and make decisions on what is believed and done (Cáceres et al, 2020;Hamdu et al, 2020) . In a nutshell, thinking critically is a skill of knowledge process and skills that are used to solve the appearing problems, make decisions, and analyze any other possibilities and do research from the gained data and information, so that it produces information and conclusion that are wanted.…”

Section: Introductionmentioning

confidence: 99%

“…But there are still many teachers who have not been able to implement the 2013 curriculum in the learning process properly, especially in Mathematics. Teachers are still not ready to implement the 2013 curriculum (Cáceres et al, 2020;Hamdu et al, 2020). Based on the observation result that was done in elementary schools (SD) at Gugus VI Sukasada Sub-district, it is concluded that there are several problems which are there is a lack of students' ability and there is still lack of students' willingness in learning Math.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Creative Thinking Skill in Mathematics through PBL Based on Catur Pramana by Controlling Students’ Numeric Skill

Buana¹,

Astawan²

2020

JISD

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The Low Learning Thinking of students in learning Mathematics becomes a major problem in this research. This is caused by the learning model used which is incorrect and less varied. This study analyzed the influence of Problem Based Learning (PBL) models based on Catur Pramana on critical thinking skills with numerical ability control. This research was a quasi-experimental, with Posttest Only Control Group Design. The population in this study were all fifth-grade elementary schools with 177 students. The data collection method was done by using multiple-choice tests and essay tests. The data obtained were analyzed using the ANAKOVA test (covariance analysis) with the help of SPSS 20.0 for windows. The results of this study are significant results of the Problem Based Learning Model (PBL) based on Catur Pramana on critical thinking skills with Fcount 29,219 with sig; = 0,000 <0.05, there is a significant effect of Problem Based Learning (PBL) model based on Catur Pramana on mathematical thinking skills after obtaining numerical ability of students who obtain Fcount 9,398 with sig. = 0.004 <0.05; and are considered significant who have numerical ability to critical thinking skills of 35.05%. Based on these findings, it can be concluded that the Problem Based Learning Model based on Catur Pramana proves positive and there is a contribution of numerical ability to the critical thinking ability of Mathematics studentsl.

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Items Quality Analysis Using Rasch Model To Measure Elementary School Students’ Critical Thinking Skill On Stem Learning

Cited by 24 publications

References 10 publications

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

Analisis rasch untuk soal tes berpikir kritis pada pembelajaran STEM di sekolah dasar

Improving Students’ Creative Thinking Skill in Mathematics through PBL Based on Catur Pramana by Controlling Students’ Numeric Skill

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