scholarly journals FMCE-PHQ-9 Assessment with Rasch Model in Detecting Concept Understanding, Cheating, and Depression amid the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 297-309
Author(s):  
Fauzan Sulman ◽  
Sutopo Sutopo ◽  
Sentot Kusairi
Keyword(s):  
Conceptual Understanding ◽  
Rasch Model ◽  
Physics Education ◽  
Education Students ◽  
Concept Understanding ◽  
Force And Motion ◽  
Test Instrument ◽  
Index Of Difficulty ◽  
The Rasch Model ◽  
Item Reliability

This research aims to see the ability of the FMCE-PHQ-9 test instrument amid the Covid-19 pandemic to measure conceptual understanding, cheating, and depression in students. The research was conducted on 64 physics education students at Sulthan Thaha Saifuddin State Islamic University Jambi. The instrument consists of 47 force and motion material items to fit the Winsteps 3.65.0 program. The analysis results using the Rasch Model showed that the MNSQ Outfit was 1.00 in the person column and 0.1 in the item column. Judging from the ZSTD value of 0.57 for the person and 0.1 for the item, the Points Measure value correlated with 0.4 to 0.85 while the item reliability value was 0.73 and the Cronbach's Alpha value was 0.56. therefore, the test instrument using the Rasch proclamation model found 31 fit items. The analysis results show that the concept ability was poor since, on average, the students could only answer questions with a low index of difficulty category. The research results on the level of cheating obtained data that 100 percent of students were not indicated to have the same pattern. Lastly, for the level of depression, only 16 percent of students did not experience depression, while 84 percent of students experienced it.

scholarly journals APPLICATION OF RASCH MODEL IN TESTING FORCE CONCEPT INVENTORY

2020 ◽  
Vol 2 (6) ◽  
pp. 14-27
Author(s):  
Afiqah Basran ◽  
Denis Lajium
Keyword(s):  
Rasch Model ◽  
Physics Education ◽  
High Reliability ◽  
Test Theory ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Force And Motion ◽  
The Rasch Model ◽  
Force Concept

Inventori Konsep Daya is an instrument that is adapted from the Force Concept Inventory (FCI). It is an instrument consisting of 30 diagnostic items related to the concept of force and motion. This instrument is widely used in physics education. However, the validity of this instrument in Bahasa Malaysia is not well studied to ensure that the items in the instrument function properly. Based on previous research, one of the major issues that are often questioned in the FCI is the reliability of the instrument when administered to different groups. When studies conducted in this country, researchers often use the reliability analysis under the Classical Test Theory. Various weaknesses are identified when evaluating using the analysis under the theory. Therefore, the purpose of this study is to apply the Rasch model under Item Response Theory in analyzing the items in Inventori Konsep Daya. Several analyzes were selected to determine the validity of the items and instruments. This study will be conducted on three levels of students involved in the learning of force and motion concepts. 300 samples will be taken from school students, elementary or matriculation students as well as undergraduate students who have studied this topic. The data will be analyzed using Windstep software. The results showed that Inventori Konsep Daya was a good instrument with high reliability and separation index, positive polarity value for every item, and fit the Rasch model. However, the instrument was quite difficult for the respondents in this study. This study is important in providing information to other researchers who will use FCI as an instrument in their study. In addition, the findings of this study can also be used to compare with the previous studies to draw more accurate conclusions.

scholarly journals An Analysis of University Students’ Conceptual Understanding and Retention on Science Basic Concepts

2017 ◽  
Author(s):  
AHMAD MUHLISIN
Keyword(s):  
Conceptual Understanding ◽  
Random Sampling ◽  
Sampling Method ◽  
Primary Teacher ◽  
Concept Understanding ◽  
Test Instrument ◽  
Basic Concepts ◽  
Achievement Indicators ◽  
Essay Test ◽  
Cluster Random Sampling

Understanding on concept and retention is one of the achievement indicators in learning. This research attempts to describe the profile of concept and students’ retention understanding of Primary Teacher Education of PGRI University of Semarang in the year of 2014/2015. The method of this research was a survey using essay test instrument of concept understanding and retention. Cluster random sampling method was used to take sample from 231 students in class 1A, 1C, 1E, 1F, and 1H. The overall result of the concept understanding value was dominated in high category at 57.6%. The highest indicator of concept understanding was in memorizing indicator (C1) at 83.6% and the lowest one was in the creating indicator (C6) at 50.3%. The overall retention mark was dominated in poor category at 50.3%. The conclusion was the high concept understanding was not followed with high students’ memory.

scholarly journals Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Eyus Sudihartinih ◽  
Sufyani Prabawanto
Keyword(s):  
Qualitative Research ◽  
Rasch Model ◽  
Instrument Validation ◽  
Two Dimensional ◽  
Analytic Geometry ◽  
Research Instrument ◽  
Test Instrument ◽  
The Rasch Model ◽  
Descriptive Qualitative

The purpose of this study is to describe the results of the analysis of the quality of the mathematical students' initial ability in the field of geometry concepts through the Rasch model. This research is descriptive qualitative research at a university in Indonesia. The participants of this study were 44 students who studied analytic geometry (30 women and 14 men). This research instrument is a matter of description of the concept of geometry as many as four questions. Based on the results of the study note that all items meet the standard criteria as measurement so that the questions can be used as instruments in further research.

scholarly journals Validation of Instrument on Teaching Practices Among Lecturers at Community Colleges, Yemen

2017 ◽  
Vol 9 (3-2) ◽  
Author(s):  
Samah Ali Mohsen Mofreh ◽  
Mohamed Najib Abul Gafar ◽  
Abdul Hafidz Hj Omar ◽  
Adibah Abdul Latif ◽  
Dayang Hjh Tiawa Awg Hj Hamid
Keyword(s):  
Community Colleges ◽  
Rasch Model ◽  
Teaching Practice ◽  
Model Analysis ◽  
Five Dimensions ◽  
Item Fit ◽  
Reliability Estimates ◽  
The Rasch Model ◽  
Polarity Parameters ◽  
Item Reliability

This study aims to explore a set of items measuring the lecturers’ teaching practice for developing a true scale of teaching practice. Rasch Model is applied to produce specific measurements on the lecturers’ teaching practice in order to generalize results and inferential studies. The items proved to measure a single dimension of lecturers’ teaching practice. The developed instrument termed LTP covers five dimensions. Construct validity was achieved through the Rasch Model Analysis using the dimensionality, item fit, and item polarity parameters. The reliability of the instrument was achieved by conducting person and item separation analysis, Cronbach alpha, and calculated person and item reliability estimates. The results of Rasch Model Analysis show that the items of LTP fit the model appropriately.

Using Rasch analysis to investigate the validity of the Everyday Discrimination Scale in a national sample

2018 ◽  
Vol 25 (13-14) ◽  
pp. 2388-2395
Author(s):  
Rebecca F Berenbon
Keyword(s):  
Rasch Model ◽  
Rasch Analysis ◽  
National Sample ◽  
Conversion Table ◽  
The Everyday ◽  
Low Levels ◽  
Measure Of Discrimination ◽  
The Rasch Model ◽  
Everyday Discrimination ◽  
Item Reliability

The Everyday Discrimination Scale (EDS) is a widely used measure of discrimination. Rasch analysis was used to examine the psychometric properties of the EDS based on a national sample ( N = 2666). Items largely fit the Rasch model and yielded excellent separation and item reliability. However, severe floor effects were observed. Implications are discussed for use of the scale in populations that experience low levels of discrimination. An ordinal-to-interval conversion table for the EDS is also provided.

Development of a measurement instrument to assess students' electrolyte conceptual understanding

2016 ◽  
Vol 17 (4) ◽  
pp. 1030-1040
Author(s):  
Shanshan Lu ◽  
Hualin Bi
Keyword(s):  
Conceptual Understanding ◽  
Rasch Model ◽  
Grade Level ◽  
Measurement Instrument ◽  
Chinese Mainland ◽  
Two Cities ◽  
Senior Students ◽  
The Rasch Model

To assess students’ conceptual understanding levels and diagnose alternative frameworks of the electrolyte concept, a measurement instrument was developed using the Rasch model. This paper reports the use of the measurement instrument to assess 559 students from grade 10 to grade 12 in two cities. The results provided both diagnostic and summative information about students’ conceptual understanding, suggesting that this measurement instrument had a certain validity. The results also demonstrated that Chinese mainland senior students’ understanding improved with increasing grade level, but that many alternative frameworks were entertained by students at each level.

scholarly journals METODE PENGUKURAN RASCH DALAM PEMBELAJARAN FISIKA

2021 ◽  
Vol 8 (1) ◽  
pp. 47-52
Author(s):  
Godelfridus Hadung Lamanepa
Keyword(s):  
Rasch Model ◽  
Physics Education ◽  
Test Item ◽  
Item Difficulty ◽  
Education Students ◽  
Training And Education ◽  
Analysis Process ◽  
Catholic University ◽  
Assessment Approach ◽  
Level Of Difficulty

In an effort to change the paradigm of the assessment approach from classical (CTT) to modern (IRT), this study focuses on estimating the ability of individuals (students) according to the rasch model measurement. The components that are reviewed are the student's ability and the level of difficulty of each test item. The test was given to fifth semester physics education students, Faculty of Teacher Training and Education, Widya Mandira Catholic University. The analysis process was carried out by sorting the student's ability and level of difficulty parameters on their respective logit scale. The results of the analysis showed that the average student ability in doing the Optics test had a higher logit (0.76 logit) than the average logit of test item difficulty or the mean item (0.00 logit). This analysis is able to more precisely classify the abilities of each individual and the difficulty of test items.Keywords: rasch model, IRT, CTT, physics learning.

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