Rasch Validation of Instrument Measuring Gen-Z Science, Technology, Engineering, and Mathematics (STEM) Application in Teaching during the Pandemic

Abstract

The impact of the Covid-19 pandemic has had a far-reaching effect on higher education institutions, and individual student assessments have garnered much attention during the pandemic. This study aimed to validate Science, Technology, Engineering, and Mathematics (STEM) application instruments using the Rasch analysis employing Winsteps version 3.73. A survey was conducted with 201 respondents from two provinces in Indonesia. The students were selected by convenience sampling and answered the adopted STEM application instrument. The STEM application instruments were adapted, and these were divided into seven sub-constructs derived from STEM disciplines. Rasch Modelling was employed for data analysis using Winsteps version 3.7.3 to analyse reliability, separation, item fit statistics, unidimensionality, and rating scale calibration. Each sub-construct fulfilled a minimum of 0.65 for Cronbach alpha, item, and person reliability, and most of them had more than 1.5 person and item separation. In general, each item had a good score of the mean square, Z-tolerated standard, and point measure correlation, indicating fulfilment of the Rasch measurement model. The analysis also showed unidimensionality assumption and an excellent rating scale. This study contributed to the body of STEM knowledge by using Rasch Modelling to test the validity and reliability of STEM application instruments.

Creative methods in STEM for secondary school students: Systematic literature review

“…STEM education plays an important role as it has a distinct effect on students' learning objectives. STEM identity has been shown to have a powerful role in an individual's success in educational environments, as well as on their career goals and trajectories (Singer et al, 2020) among Gen-Z (Qudratuddarsi et al, 2022). STEM education focuses on closing the learning gap by putting educators at the forefront of the experience, transforming them from passive listeners to active learners.…”