Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Sudihartinih, Eyus; Prabawanto, Sufyani

doi:10.22219/mej.v4i2.11357

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Pada tingkat abilitas individu digunakan untuk mengidentifikasikan tingkat kemampuan siswa dalam menjawab butir soal, yang diurutkan mulai dari tertinggi sampai terendah berdasarkan nilai logit abilitasnya (Sudihartinih & Prabawanto, 2020). Pengelompokan abilitas siswa berdasarkan dari nilai rata-rata logit person dan nilai deviasi standar (SD) person measure yang diketahui (Sumintono & Widhiarso, 2015).…”

Section: Person Measureunclassified

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

et al. 2021

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APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALSAbstractIn 21st century education, students are required to have high problem-solving skills. This study aims to reveal the quality of the test instrument with the Rasch model. Descriptive quantitative research is used with total of 38 students of class XI SMAN 2 Semarang became the subjects in this study. The data obtained in this study is from a combination of student response patterns on the product development diagnostic test instrument. The data analysis used was IRT Rasch. Rasch model analysis for summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. The value of person reliability is 0.78(sufficient), and item reliability value is 0.8(good). Cronbach's alpha value is 0.82 (very good). Based on the analysis Rasch model, it was found that there were two students (12P and 37P) whose response patterns were not ideal. The results showed problem-solving ability profile of students in the very high category of 26%, high of 29%, average of 16%, low of 13%, and very low of 16%. The results of this study indicate that the test instrument can be used for further research in measuring student problem solving and the Rasch model contributes to teachers and schools in identifying students' abilities in more detail. AbstrakPada pendidikan abad-21, siswa dituntut harus memiliki keterampilan problem-solving yang tinggi. Penilaian keterampilan problem-solving dapat dilakukan secara online yang terintegrasi pada soal tes pengetahuan. Penelitian ini bertujuan untuk mengungkap kualitas instrumen tes dengan model Rasch. Penelitian kuantitatif deskriptif digunakan dalam penelitian ini. Total 38 siswa kelas XI SMAN 2 Semarang menjadi subjek dalam penelitian ini. Data yang diperoleh dalam penelitian ini adalah dari kombinasi pola respon jawaban siswa pada instrumen tes diagnostik produk pengembangan. Analisis data yang digunakan menggunakan Item Response Theory (IRT) model Rasch. Analisis model Rasch untuk summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. Nilai person reliability didapatkan sebesar 0,78, kriteria cukup, dan nilai item reliability sebesar 0,85, kriteria bagus. Nilai alpha Cronbach sebesar 0,82, kriteria bagus sekali. Berdasarkan hasil analisis Rasch model ditemukan ada dua siswa yang pola responnya tidak ideal yaitu siswa 12P dan 37P. Hasil penelitian menunjukkan profil kemampuan problem-solving siswa dengan kategori sangat tinggi sebesar 26%, tinggi sebesar 29%, rata-rata sebesar 16%, rendah sebesar 13%, dan sangat rendah sebesar 16%. Hasil penelitian ini menunjukkan bahwa instrumen tes dapat digunakan untuk penelitian lanjutan dalam mengukur pemecahan masalah siswa dan model Rasch memberikan kontribusi kepada guru dan sekolah dalam mengidentifikasi kemampuan siswa lebih rinci

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Section: Person Measureunclassified

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

et al. 2021

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“…To obtain the right data or information, an instrument is needed that can provide the information you want to know. A good instrument is an instrument whose results are valid and reliable so that it can measure students' abilities accurately (Darmana et al, 2021;Sudihartinih & Prabawanto, 2020). The validity and reliability of the test instrument is important.…”

Section: Introductionmentioning

confidence: 99%

“…Instrument validity is an absolute requirement to produce a valid instrument. Valid means being able to measure what should be measured (Sudihartinih & Prabawanto, 2020), while reliability describes that a test must be able to measure something consistently that can be relied upon or trusted (Fietri et al, 2021). Apart from validity and reliability, other aspects that support the quality of test instruments are differentiation and level of difficulty.…”

Section: Introductionmentioning

confidence: 99%

Analysis the quality of critical thinking and creativity questions in high school biology subjects with the Rasch model

Sari,

Rakhmawati

2024

RADEN

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A good instrument is an instrument that can measure students' abilities accurately. The research aims to analyze the quality of critical thinking and creativity items on water pollution material in terms of validity, reliability, and level of difficulty using the Rasch model. The research used a quantitative descriptive method involving biology learning experts and 173 class X high school students. The research was carried out in December 2023-January 2024. The data collection method used expert assessment sheets and critical thinking and creativity essay questions. Data were analyzed using the Rasch model assisted by Quest. The results showed that of the 10 critical thinking essay questions, 3 questions were invalid, while of the 8 creativity essay questions, 1 question was invalid based on the suitability of the INFIT MNSQ and OUTFIT T scores. The results of the reliability test with Cronbach’s alpha showed that the reliability value of the critical thinking instrument was 0.74 and creativity 0.79. Average difficulty level of questions with threshold values in the medium and difficult categories. Overall, the instrument was feasible and question items that did not fit the Rasch model were removed.

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“…Several studies measuring the validity of geometric instruments have also been carried out, both the validity of multiple-choice questions, essays, and Likert scale questionnaire [14,15,16]. Furthermore, a research has focused on the validity and reliability of STEM instruments to evaluate the abilities of grade 5, 6, 7, and 8 secondary school students from fifteen different schools in ten provinces in Turkey [17].…”

Section: Introductionmentioning

confidence: 99%

The Development of the Validated Instruments to Assess the Ability of the 9th Graders in Solving Diagnostic Geometry Problem in Two Characteristic Classes

Ovan,

Fuad,

Budiarto

2023

Advances in Social Science, Education and Humanities Research

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This study aims to develop a diagnostic test for evaluating the ability of the 9 th graders junior high school students in solving geometry problems. The instruments utilized include the Initial Ability Test (IAT) and the Geometry Problem Solving Test (GPST). Before being given to the participants, the research instruments were validated by three senior lecturers holding doctoral degrees in mathematics education. Furthermore, the readability test was conducted by two math teachers and two students from a public junior high school in Surabaya. After that, 45 students of both grades mentioned above were asked to work on both tests in two consecutive days. The participants were grouped into high math ability groups, medium math ability groups, and the low math ability group. Based on these results, IAT and GPST was found to be valid, reliable, significantly easy (IAT) and moderate significant (GPST), and very good discriminating power. More specifically, with t-test and significance level 훼 = 0.05, the results on IAT confirm that there is no significant difference between the scores of the two classes, which have significantly different characteristics. Whereas in GPST there is a significant difference between the scores of the two classes. Thus, from the assessment of the validator and the analysis of the test items, both instruments are categorized as valid and can be used to evaluate the ability of the 9 th graders junior high school students in solving geometric problems. Instruments that have been validated will be tested for a larger population with expanded materials.

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Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Cited by 3 publications

References 11 publications

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

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

Analysis the quality of critical thinking and creativity questions in high school biology subjects with the Rasch model

The Development of the Validated Instruments to Assess the Ability of the 9th Graders in Solving Diagnostic Geometry Problem in Two Characteristic Classes

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