scholarly journals Estimation of college students’ ability on real analysis course using Rasch model

2019 ◽  
Vol 5 (2) ◽  
pp. 95-102
Author(s):  
Isnani Isnani ◽  
Wikan Budi Utami ◽  
Purwo Susongko ◽  
Herani Tri Lestiani
Keyword(s):  
Rasch Model ◽  
Credit Scoring ◽  
Difficulty Level ◽  
Real Analysis ◽  
Final Exam ◽  
Essay Tests ◽  
Essay Test ◽  
Academic Year ◽  
The Rasch Model ◽  
Better Than

This study is aimed at estimating the difficulty level of essay tests and the accuracy of students’ ability in Real Analysis essay test using the Rasch model with the QUEST program and R 3.0.3 package eRm program. The population in this study was all students of the Department of Mathematics Education, Universitas Pancasakti Tegal in the academic year 2016/2017, who were enrolled in the Real Analysis course. The data were analyzed using the R 3.0.3 package eRm program and QUEST program. The students’ ability was obtained from the result of the course final exam of the first Real Analysis course. The analysis shows that: (1) by using Rasch model for partial credit scoring, the difficulty level shows that 100% of essay questions in Real Analysis final exam is categorized as difficult, (2) the estimation of students’ ability in Real Analysis course using Rasch Model with CML method is better than the estimation of students’ ability using Rasch Model with JML approach.

scholarly journals Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 727
Author(s):  
Moustafa M. Nasralla ◽  
Basiem Al-Shattarat ◽  
Dhafer J. Almakhles ◽  
Abdelhakim Abdelhadi ◽  
Eman S. Abowardah
Keyword(s):  
Learning Outcomes ◽  
Analytical Model ◽  
Rasch Model ◽  
Teaching Techniques ◽  
Business Courses ◽  
Learning And Teaching ◽  
Association Pattern ◽  
Engineering Education Research ◽  
Academic Year ◽  
The Rasch Model

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

Ready for school? Ready for learning? An empirical contribution to a perennial debate

2001 ◽  
Vol 18 (1) ◽  
pp. 77-80 ◽  
Author(s):  
Trevor G. Bond
Keyword(s):  
Rasch Model ◽  
Developmental Psychology ◽  
Analytical Techniques ◽  
Rasch Measurement ◽  
Research Data ◽  
Model Sets ◽  
Unit Value ◽  
Australian Council ◽  
The Rasch Model ◽  
Better Than

The Rasch measurement principles espoused in the Bond & Fox (2001) volume reviewed elsewhere in this journal are routinely adopted by Australia's major educational measurement projects (e.g., by Australian Council for Educational Research, Educational Testing Centre). Yet those ideas are yet to have their full impact in smaller research projects in educational and developmental psychology. A number of quantitative analytical techniques used in our disciplines are able to help us to draw conclusions like “Betty is better than or more developed than Bob”, but Rasch measurement is uniquely placed to help us conclude that “Betty is this much better than or more developed than Bob.” In educational and psychological statistics, we regularly presume the “interval” nature of our research data, but only the Rasch model sets about to ensure that the units of measurement maintain their unit value across the whole achievement or development scale.

scholarly journals Item Analysis Using Rasch Model in Semester Final Exam Evaluation Study Subject in Physics Class X TKJ SMK Negeri 2 Manokwari

2019 ◽  
Vol 1 (1) ◽  
pp. 43-51
Author(s):  
Jefri Palimbong ◽  
Mujasam Mujasam ◽  
Alberto Yonathan Tangke Allo
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Rasch Model ◽  
Item Analysis ◽  
Evaluation Study ◽  
Difficulty Level ◽  
Final Exam ◽  
Is Evaluation ◽  
Evaluation Of Learning ◽  
Descriptive Method

The purpose of this research is to item analyze in semester final exam evaluation using Raschmodel in terms of validity, reliability, and difficulty level study subject in physics class X TKJ SMK Negeri 2Manokwari. This research was a qualitative research that is evaluation of learning outcomes usingquantitative descriptive method with data collection techniques used documentation. The data of respondents44 students with the number of items 30 questions, obtained the result are the validity of the conformity levelof item 26 questions was fit and 4 questions not fit. The students reliability 0,37 is weak, the item reliability0,83 is good and the reliability between students with item 0,42 is bad. The difficult level of item general inthe medium category, the means is very good because it is not difficult and not easy. The conclusion itemanalysis using rasch model in semester final exam evaluation were valid, reliable, and the difficulty level ofitem is very good.

scholarly journals Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 35-47
Author(s):  
W. L. Yuhanna ◽  
M. H. I. Al Muhdhar ◽  
A. Gofur ◽  
Z. Hassan
Keyword(s):  
Rasch Model ◽  
Difficulty Level ◽  
Mean Square ◽  
Design Development ◽  
Self Reflection ◽  
Vertebrate Zoology ◽  
The Mean ◽  
High Consistency ◽  
High Level ◽  
The Rasch Model

Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

scholarly journals Aplikasi Rasch Model: Pengembangan Fluids Assessment (Fass) Berdasarkan Taxonomy of Introductory Physics Problems (TIPP)

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Dafrida Nur Angraeni ◽  
Andri Suherman ◽  
Yudi Guntara
Keyword(s):  
Item Response Theory ◽  
Research And Development ◽  
Item Response ◽  
Rasch Model ◽  
Content Validity ◽  
Introductory Physics ◽  
Difficulty Level ◽  
Response Theory ◽  
The Rasch Model ◽  
Physics Problems

Tujuan dari penelitian ini untuk menghasilkan produk Fluids Assessment (FAss) berdasarkan Taxonomy of Introductory Physics Problems (TIPP) yang layak pada materi fluida dinamis. Analisis validitas menggunakan pendekatan Item Response Theory (IRT) dengan satu Parameter Logistik (PL) yakni parameter tingkat kesukaran atau lebih dikenal dengan Rasch Model. Selain itu, produk yang dihasilkan dianalisis dengan pendekatan teori klasik untuk melihat daya beda dan efektivitas distraktor. Penelitian ini merupakan Research and Development dengan mengadaptasi model pengembangan Borg and Gall. Hasil penelitian menunjukkan bahwa 34 butir soal dinyatakan valid menurut para ahli dengan analisis Content Validity Ratio (CVR). Sedangkan hasil analisis berdasarkan Rasch Model menunjukkan 17 butir soal valid dan reliabilitas soal diperoleh sebesar 0,90 dengan kategori baik. Dapat disimpulkan bahwa Fass memiliki tingkat kesukaran relatif sedang, daya beda yang baik, dan pengecoh yang berfungsi. Hasil implementasi menunjukkan bahwa sebagian besar siswa mengusai setiap level TIPP kecuali level 3a, 4d dan 4c yang berkaitan dengan matching, investigating, dan experimenting. The purpose of this study was to produce a Fluids Assessment (FAss) product based on an appropriate Taxonomy of Introductory Physics Problems (TIPP) on dynamic fluid material. Validity analysis uses the Item Response Theory (IRT) approach with a Parameter Logistic (PL), which is a difficulty level parameter or better known as the Rasch Model. Also, the resulting product was analyzed with a classical theoretical approach to see the difference in distinguishing power and effectiveness of the distractor. This research is a Research and Development by adapting the development model of Borg and Gall. The results showed that 34 items were declared valid according to experts with Content Validity Ratio (CVR) analysis. While the analysis based on the Rasch Model shows that 17 items are valid and the reliability of the questions is 0.90 in the good category, it can conclude that the Fass has a relatively moderate level of difficulty, a good difference in power, and a deception that works. The results of the implementation showed that most students mastered every level of TIPP except level 3a, 4d, and 4c relating to matching, investigating, and experimenting.

scholarly journals DAMPAK PENERAPAN PENDEKATAN PEMBELAJARAN KOOPERATIF TIPE LEARNING TOGETHER (LT) YANG DIMODIFIKASI DENGAN BERGANTI PERAN DAN PERAN TETAP TERHADAP HASIL BELAJAR KIMIA ANORGANIK 1

2010 ◽  
Vol 5 (2) ◽  
Author(s):  
Jeckson Siahaan
Keyword(s):  
Cooperative Learning ◽  
Chemistry Education ◽  
Control Group ◽  
Study Program ◽  
Training And Education ◽  
Quasi Experimental ◽  
Essay Test ◽  
Academic Year ◽  
Better Than ◽  
Learning Together

Abstrak : Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar mahasiswa antara yang diajar dengan pendekatan pembelajaran ceramah dan yang diajar dengan pendekatan pembelajaran kooperatif tipe LTyang dimodifikasi dengan berganti peran dan peran tetap. Penelitian ini dilakukan di Universitas Mataram dengan menerapkan rancangan eksperimen semu. Subjek penelitian adalah mahasiswa Program Studi Kimia, FMIPA, sebagai kelas eksperimen dan mahasiswa Program Studi Pendidikan Kimia, FKIP, sebagai kelas kontrol tahun ajaran 2007/2008. Data penelitian terdiri dari hasil belajar mahasiswa berupa tes hasil belajar dengan validitas isi sebesar 97,8% dan koefisien reliabilitas diukur dengan metode paralel, sebesar 0,81. Hasil-hasil penelitian ini menunjukkan bahwa pendekatan pembelajaran kooperatif tipe LT yang dimodifikasi dengan berganti peran dan peran tetap lebih baik dibanding pendekatan pembelajaran ceramah, dan berganti peran lebih baik dibanding peran tetap.Kata kunci : Pembelajaran kooperatif, berganti peran, peran tetap, hasil belajar.Abstract : The aims of this research are to find out the differences of the results of study of Inorganic Chemistry course between students who teached with convensional learning approach versus cooperative learning type oflearning together approaches modified for exchange and permanent roles. This investigation applied a quasi-experimental design and has conducted at Mataram University. Subjects of this research were students of chemistry study program of faculty of mathematic and science as an experimental group and students of chemistry education study program of faculty of teacher training and education as a control group in the academic year of 2007/2008. The data of this research consist of students! result study generated from essay test with content validity was 97.8% and reliability coefficient measured by parallel method was .81. The results showed that cooperative learning type of learning together approach modified for exchange and permanent roles were better than convensional learning ones, and exchange role was better than permanent one.Keywords : Cooperative learning, learning together, exchange role, permanent role, achievement, perception.

scholarly journals PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBANTUAN CABRI 3D DI KELAS VIII SMP NEGERI 27 MEDAN

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Nina . Richi ◽  
Mukhtar . .
Keyword(s):  
Problem Based Learning ◽  
Control Design ◽  
Learning Model ◽  
Discovery Learning ◽  
Cluster Sampling ◽  
Mathematical Concepts ◽  
Quasi Experimental ◽  
Essay Test ◽  
Academic Year ◽  
Better Than

ABSTRAKPenelitian eksperimen semu ini bertujuan untuk melihat bahwa kemampuan pemahaman konsep matematika siswa yang belajar dengan model pembelajaran Problem Based Learning Berbantuan Cabri 3D lebih tinggi daripada siswa yang belajar dengan model pembelajaran Discovery Learning Berbantuan Cabri 3D di kelas VIII SMP Negeri 27 Medan T.A 2016/2017. Penelitian ini menggunakan posttest control design dengan populasi seluruh siswa kelas VIII SMP Negeri 27 Medan tahun ajaran 2016/ 2017 dan sampel penelitian adalah siswa kelas VIII-4 dan VIII-6 yang dipilih dengan teknik cluster sampling. Data penelitian diperoleh melalui tes uraian. Berdasarkan hasil perhitungan dapat disimpulkan bahwa kemampuan pemahaman konsep matematika siswa yang belajar dengan model pembelajaran Problem Based Learning Berbantuan Cabri 3D lebih tinggi dibandingkan dengan siswa yang belajar dengan model pembelajaran Discovery Learning Berbantuan Cabri 3D di kelas VIII SMP Negeri 27 Medan T.A 2016/2017.Kata Kunci : Pemahaman Konsep Matematika, Problem Based Learning, Discovery Learning, Cabri 3D   ABSTRACT This quasi experimental research aimed to know understanding of mathematical concepts using Problem Based Learning model assisted by Cabri 3D was better than understanding of mathematical concepts using Discovery Learning model assisted by Cabri 3D in grade eight of SMP Negeri 27 Medan in academic year of 2016/2017. This  research used  posttest  control design with  population was all students of grade eight of SMP Negeri 27 Medan in academic year of 2016/2017and samples were students of VIII-4 and VIII-6 class that were chosen by cluster sampling. The data of research were obtained by essay test. Based on the result of research, it could be concluded that the understanding of mathematical concepts using Problem Based Learning model assisted by Cabri 3D was better than  understanding of mathematical concepts using Discovery Learning model assisted by Cabri 3D in grade eight of SMP Negeri 27 Medan in academic year of 2016/2017.Keywords: Understanding of mathematical concepts, Problem Based Learning model, Discovery Learning model, Cabri 3D. 

scholarly journals ANALISIS BUTIR SOAL URAIAN MATA KULIAH PENGANTAR AKUNTANSI 1

2021 ◽  
Vol 4 (2) ◽  
pp. 178-186
Author(s):  
Budi Mulyati
Keyword(s):  
Power Index ◽  
Item Analysis ◽  
Difficulty Level ◽  
Final Exam ◽  
Introductory Accounting ◽  
Analysis Technique ◽  
Index Of Difficulty ◽  
Level Of Difficulty ◽  
Academic Year ◽  
Descriptive Method

The purpose of this study was to analyze the items in the form of essay items, given as a final exam in subject of introductory accounting 1. This question was given to nineteen students in semester 1 of the 2020-2021 academic year. This study used a descriptive method with a quantitative approach. For the purposes of analysis, the item analysis technique was used, which consisted of an analysis of the level of difficulty of the items and the analysis of the differentiating power of the items. Based on the results of the analysis, the results obtained that the questions made had an index of difficulty level as an easy question of 50% and an average question of 50%. And based on the results of the analysis of the differentiating power index, the questions included as questions that needed to be revised were 33.3% and questions that were not good were 67.7%.

scholarly journals Evaluation of the quality of multiple choice test bank for the module of Introduction to Anthropology by using the RASCH model and QUEST software

2017 ◽  
Vol 1 (X3) ◽  
pp. 42-54
Author(s):  
Quang Ngoc Bui
Keyword(s):  
Rasch Model ◽  
Multiple Choice ◽  
Choice Test ◽  
Difficulty Level ◽  
Calculation Error ◽  
General View ◽  
Multiple Choice Test ◽  
Measurement Science ◽  
The Rasch Model

The paper presents (1) a general view of the history of the development of objective multiple choice testing methods in accordance with the development of measurement science, and the evaluation process of the learners’ academic performance by this method; (2) the process of applying classic and modern test theories to analyze and evaluate the quality of multiple choice test bank for the module of Introduction to Anthropology by the RASCH model and QUEST software, which is implemented by the determination of difficulty degree of the questionnaires, the quality of the wrong opinions, the degree of difference among the test questions, the correlation factors between the test score and the whole score, the probability of each option being chosen, the measurement scale for the learners’ competence, the "threshold level" of the difficulty level for a multiple choice question, the calculation error, the reliability of the test, etc. and thereby (3) some solutions made towards the optimal application of the objective multiple choice tests at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City.

scholarly journals Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

2021 ◽  
Vol 4 (2) ◽  
pp. 172-182
Author(s):  
Fitri Nur Hikmah ◽  
Moh. Irma Sukarelawan ◽  
Tri Nurjannah ◽  
Jamaludin Djumati
Keyword(s):  
Rasch Model ◽  
Quantitative Research ◽  
Item Difficulty ◽  
Metacognitive Awareness ◽  
Difficulty Level ◽  
Public High Schools ◽  
Student Responses ◽  
Average Ability ◽  
The Public ◽  
The Rasch Model

This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI.  Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI. 

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