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. 

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 The Effects of Reusing Written Test Items: A Study Using the Rasch Model

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Michaela Wagner-Menghin ◽  
Ingrid Preusche ◽  
Michael Schmidts
Keyword(s):  
Rasch Model ◽  
Item Difficulty ◽  
Relevant Literature ◽  
Transfer Of Knowledge ◽  
Test Items ◽  
Written Test ◽  
Individual Scores ◽  
The Rasch Model

Background. Relevant literature reports no increase in individual scores when test items are reused, but information on change in item difficulty is lacking. Purpose. To test an approach for quantifying the effects of reusing items on item difficulty. Methods. A total of 671 students sat a newly introduced exam in four testing shifts. The test forms experimentally combined published, unused, and reused items. Figures quantifying reuse effects were obtained using the Rasch model to compare item difficulties from different person samples. Results. The observed decrease in mean item difficulty for reused items was insignificant. Students who self-scheduled to the last test performed worse than other students did. Conclusion. Availability of leaked material did not translate into higher individual scores, as mastering leaked material does not guarantee transfer of knowledge to new exam items. Exam quality will not automatically deteriorate when a low ratio of randomly selected items is reused.

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 Math elementary school exam analysis based on the Rasch model

2019 ◽  
Vol 7 (2) ◽  
pp. 106-113
Author(s):  
Herwin Herwin ◽  
Andi Tenriawaru ◽  
Abdoulaye Fane
Keyword(s):  
Data Collection ◽  
Rasch Model ◽  
Quantitative Research ◽  
Information Value ◽  
Test Results ◽  
Category Test ◽  
The Subject ◽  
Data Collection Technique ◽  
The Rasch Model

This study aims to analyze the quality of mathematics exam tests in elementary schools using the Rasch model. This research is a type of descriptive quantitative research. The subject of this study were all items of School Examination Mathematical Questions in SDN Region III of Donri Donri Subdistrict, Soppeng Regency. The Mathematics Problem is 40 items. Besides that, in this study, 125 answer sheets from the participants were collected from 125 participants. The technique of data collection is done through documentation. This data collection technique is used to get a set of questions, answers, and a list of names of examinees. The data obtained were analyzed using the Rasch Model. The results showed that based on the Rash Model of 40 items on the mathematics exam 33 items (82.5%) were in a good category, while the other seven items (17.5%) were in a bad category. Test results indicate that the test information value is 13.8 on the ability scale -1.5 with a measurement error of 0.26. 

scholarly journals Development of a Daily Use Caregiver Sleep Survey (DUCSS)

GeroPsych ◽  
2020 ◽  
Vol 33 (4) ◽  
pp. 209-222
Author(s):  
Jennifer Christine Hughes ◽  
William Romine ◽  
Tanvi Banerjee ◽  
Garrett Goodman ◽  
Abby Edwards ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Rasch Model ◽  
Item Difficulty ◽  
Quality Measures ◽  
Group Level ◽  
Individual Level ◽  
Dementia Caregiving ◽  
Assessment And Monitoring ◽  
Systematic Biases ◽  
The Rasch Model

Abstract. Dementia caregiving is associated with depression, stress, and sleep disturbance. A daily use caregiver sleep survey (DUCSS) was developed to evaluate caregiver sleep. The tool was distributed to 24 informal caregivers and validated using the Rasch model, which indicated that the 17-item survey produced sleep quality measures of sufficient reliability for both group-level and individual-level comparisons (reliability = .87). The sample size was sufficient to provide precise measures of the item’s position along the scale (item difficulty) (reliability = .85), so outcomes associated with sleep quality levels could be evaluated. We observed that the structure of the instrument is unidimensional, meaning the wording does not contain systematic biases peripheral to sleep quality. DUCSS is a useful tool for caregiver assessment and monitoring.

scholarly journals An analysis of Javanese language test characteristic using the Rasch model in R program

2019 ◽  
Vol 5 (1) ◽  
pp. 61-74
Author(s):  
Muchlisin Muchlisin ◽  
Djemari Mardapi ◽  
Farida Agus Setiawati
Keyword(s):  
Language Learning ◽  
Rasch Model ◽  
Secondary Data ◽  
Difficulty Level ◽  
Accurate Information ◽  
Language Test ◽  
Test Characteristic ◽  
Test Characteristics ◽  
R Program ◽  
The Rasch Model

One skill required to solve a problem in the 21st century is communication. Two international languages that are important in communication and thought at school are English and German language. However, beside international language, the local language, such as the Javanese language, is also essential and need to be maintained. The purpose of this study is to analyze the Javanese language test characteristics. This study was explorative research with secondary data collected by documentation of 220 students responses to the 50 multiple choice item of Javanese language test in the 11th grade of vocational high school. Data were analyzed using the Rasch model assisted by R program. Rasch model fits the data with 42 items after three times calibration. Based on difficulty level, ICC, and items reliability, there were 28 of 42 items (66.67%) that were good. This study finds out that generally, the Javanese language test is in the moderate category of difficulty. Hence, the need of evaluating the Javanese language test to make a better test that gives more accurate information about examinees' ability is crucial. The evaluation of the Javanese language test can be used to plan the next learning to get better Javanese language learning.

scholarly journals Analysis of Rasch Model for the Validation of Chemistry National Exam Instruments

2021 ◽  
Vol 9 (3) ◽  
pp. 329-345
Author(s):  
Ayi Darmana ◽  
Ani Sutiani ◽  
Haqqi Annazili Nasution ◽  
Ismanisa Ismanisa* ◽  
Nurhaswinda Nurhaswinda
Keyword(s):  
Rasch Model ◽  
Item Difficulty ◽  
State University ◽  
Test Items ◽  
Item Fit ◽  
Analysis Technique ◽  
New Students ◽  
Level Of Difficulty ◽  
The Rasch Model

Information about score obtained from a test is often interpreted as an indicator of the student's ability level. This is one of the weaknesses of classical analysis that are unable to provide meaningful and fair information. The acquisition of the same score if it comes from a test item with a different level of difficulty, must show different abilities. Analysis of the Rasch model will overcome this weakness. The purpose of this study was to analyze the quality of the items by validating the national chemistry exam instrument using the Rasch model. The research sample was 212 new students of the Department of Chemistry at the State University of Medan. The data collected was in the form of respondent's answer data to the 2013 chemistry UN questions, which amounted to 40 items multiple choice and uses the documentation method. Data analysis technique used the Rasch Model with Ministep software. The results of the analysis show the quality of the Chemistry National Exam (UN) questions is categorized as very good based on the following aspects: unidimension, item fit test, person map item, difficulty test level, person and item reliability. There is one item found to be gender bias, in which men benefit more than women. The average chemistry ability of respondents is above the average level of difficulty of the test items

scholarly journals Analysis of the Ability of High School Students in Solving Science Literacy Questions Based on the Rasch Model

2019 ◽  
Vol 2 (1) ◽  
pp. 11-16
Author(s):  
Saiyidah Mahtari ◽  
Misbah Misbah ◽  
Suryati Suryati
Keyword(s):  
High School ◽  
High School Students ◽  
Rasch Model ◽  
Scientific Literacy ◽  
Quantitative Research ◽  
Research Data ◽  
Research Subjects ◽  
School Students ◽  
Survey Research Methods ◽  
The Rasch Model

This study aims to describe aspects of students 'abilities in solving problems of students' scientific literacy problems based on the RASCH model. This research uses descriptive quantitative research design with survey research methods. The research subjects were 33 students of class XII IPA 2 of SMAN 6 Banjarmasin. Data collection techniques were carried out by using a scientific literacy test consisting of 9 items about the description of dynamic electrical matter. The results of the research data were analyzed using the RASCH model using the Winstep program to obtain logit values. The results showed that the average student logit value was 1.75 logit, this value was less than 0.0 logit. This indicates that students' ability to solve scientific literacy questions is still low, so students need to be trained in scientific literacy through classroom learning.

scholarly journals Analysis of Learning Interests and Student Responses in Online Learning Using E-Learning

2021 ◽  
Vol 13 (3) ◽  
pp. 2501-2510
Author(s):  
Mellyta Uliyandari Uliyandari ◽  
Nurlia Latipah ◽  
Dewi Handayani
Keyword(s):  
Science Education ◽  
Online Learning ◽  
Rasch Model ◽  
Qualitative Data ◽  
Total Sample ◽  
Education Students ◽  
Student Responses ◽  
E Learning ◽  
The Rasch Model ◽  
Qualitative Data Collection

This study aims to analyze interest in learning and student responses in online learning using e-learning media in Universitas Bengkulu. The method used in this research is descriptive qualitative. Data collection was carried out using a questionnaire distributed using google form. Questionnaire analysis was carried out using a mini step application with the Rasch model. The population in this study was 193 science education students with a total sample of 64 people. The results showed that the interest in learning science education students in general chemistry 2 had a conversion value of 78.56, which was in the high category. Meanwhile, the student person towards online learning using e-learning media also showed good results, with a conversion value of 60.42, which was in the good category.

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