scholarly journals Uji Kualitas Uji Dokumentasi Terapi Menggunakan Teori Tes Klasik (CTT) dan Model Rasch

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Reza Nur a.
Keyword(s):  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
Classical Test

Mahasiswa okupasi terapi semester III Program Vokasi Kedokteran Universitas Indonesia harus memiliki kompetensi dokumentasi okupasi untuk menggali informasi yang ada pada pasien dan menentukan tujuan dari terapi yang akan diberikan untuk menjadi seorang okupasi terapis. Mata kuliah yang diajarkan belum dapat mengevaluasi dan menganalisa kompetensi mahasiswa terkait dokumentasi okupasi terapi. Masalah tersebut dianalisa menggunakan keilmuan psikologi (psikometrika) berupa Classical Test Rheory (CTT) dan Rasch Mode. Responden penelitian berjumlah 200 orang dengan alat ukur pola respon jawaban beserta kunci jawaban dari soal UAS Dokumentasi Okupasi, Vokasi Universitas Indonesia tahun 2015, 2016 dan 2017 yang terdiri dari 40 item (35 item pilihan ganda dan 5 item essay). Metode yang digunakan adalah non-probability sampling dengan teknik purposive sampling. Penelitian ini menunjukkan bahwa tingkat kesulitan item dokumentasi okupasi terapi yang tidak sebanding antara Classical Test Theory (CTT) dan Rasch Model dan Rasch Model berkaitan dengan hirarki pembelajaran mata kuliah dokumentasi okupasi terapi.

scholarly journals Applicability of Item Response Theory to the Korean Nurses' Licensing Examination

2005 ◽  
Vol 2 ◽  
pp. 23 ◽  
Author(s):  
Geum-Hee Jeong ◽  
Mi Kyoung Yim
Keyword(s):  
Rasch Model ◽  
Logistic Model ◽  
Goodness Of Fit ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Test Theory ◽  
Classical Test ◽  
Licensing Examination ◽  
The Rasch Model ◽  
Two Parameter

To test the applicability of item response theory (IRT) to the Korean Nurses' Licensing Examination (KNLE), item analysis was performed after testing the unidimensionality and goodness-of-fit. The results were compared with those based on classical test theory. The results of the 330-item KNLE administered to 12,024 examinees in January 2004 were analyzed. Unidimensionality was tested using DETECT and the goodness-of-fit was tested using WINSTEPS for the Rasch model and Bilog-MG for the two-parameter logistic model. Item analysis and ability estimation were done using WINSTEPS. Using DETECT, Dmax ranged from 0.1 to 0.23 for each subject. The mean square value of the infit and outfit values of all items using WINSTEPS ranged from 0.1 to 1.5, except for one item in pediatric nursing, which scored 1.53. Of the 330 items, 218 (42.7%) were misfit using the two-parameter logistic model of Bilog-MG. The correlation coefficients between the difficulty parameter using the Rasch model and the difficulty index from classical test theory ranged from 0.9039 to 0.9699. The correlation between the ability parameter using the Rasch model and the total score from classical test theory ranged from 0.9776 to 0.9984. Therefore, the results of the KNLE fit unidimensionality and goodness-of-fit for the Rasch model. The KNLE should be a good sample for analysis according to the IRT Rasch model, so further research using IRT is possible.

scholarly journals Patient self-report section of the ASES questionnaire: a Spanish validation study using classical test theory and the Rasch model

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Kalliopi Vrotsou ◽  
Ricardo Cuéllar ◽  
Félix Silió ◽  
Miguel Ángel Rodriguez ◽  
Daniel Garay ◽  
...  
Keyword(s):  
Rasch Model ◽  
Validation Study ◽  
Classical Test Theory ◽  
Test Theory ◽  
Self Report ◽  
Classical Test ◽  
Spanish Validation ◽  
The Rasch Model

scholarly journals Analisis Pengetahuan Matematika, Didaktika, dan Teknologi Calon Guru Sekolah Dasar Menggunakan Rasch Model

2021 ◽  
Vol 10 (3) ◽  
pp. 345-356
Author(s):  
Zetra Hainul Putra ◽  
Neni Hermita ◽  
Jesi Alexander Alim
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Technological Knowledge ◽  
Test Theory ◽  
Response Theory ◽  
Classical Test ◽  
Didactic Knowledge ◽  
The Rasch Model

AbstrakPengetahuan matematika, didaktika, dan teknologi yang harus dimilik oleh calon guru dan guru, sebelumnya diukur dengan metode classical test theory (CTT), namun memiliki keterbatasan. Penelitian bertujuan mengetahui pengetahuan tersebut dengan metode yang diprekdiksi lebih akurat yaitu item response theory (IRT) dari rasch model. Metode penelitian meliputi survey pengetahuan matematika dan didaktika serta survey pengetahuan teknologi menggunakan angket. Subjek penelitian yaitu 38 mahasiswa tahun kedua calon guru sekolah dasar dari sebuah institusi pendidikan guru sekolah dasar di Pekanbaru. Hasil studi menunjukkan calon guru sekolah dasar memiliki pengetahuan matematika dan teknologi cukup baik, namun pengetahuan didaktika sangat rendah. Analisis pengetahuan calon guru menggunkan rasch model mampu memberikan gambaran tingkat kesulitan soal/item yang diberikan, tingkat pengetahuan responden, dan interaksi antar responden dan antar soal. Institusi pendidikan perlu mengembangkan pembelajaran bagi calon guru sekolah dasar yang mampu mendukung penguatan dan pengembangan pengetahuan matematika, didaktika, dan teknologi. Prospective Elementary Teachers’ Mathematical, Didactic, and Technological Knowledge Using Rasch Model Analysis AbstractKnowledge of mathematics, didactics, and technology that must be owned by pre-service and in-service teachers, previously measured by the classical test theory (CTT), but has limitations. Study aims to determine that knowledge with a more accurate prediction method using the item response theory (IRT) from the Rasch model. Study used a survey of mathematical and didactic knowledge, and a survey of technological knowledge with a scale. The subjects were 38 second-year students from an elementary school teacher education institution in Pekanbaru. This study indicates that pre-service teachers have relatively sufficient mathematics and technological knowledge, but they were lack of didactic knowledge. Analysis of pre-service teachers’ knowledge using the Rasch model can provide an overview of the difficulty level of the items given, the level of pre-service teachers’ knowledge, and the interaction between respondents and between questions. Institutions need to develop learning instruction for pre-service teachers that can support the strengthening and development of their mathematical, didactic, and technological knowledge.

scholarly journals Analisis Kualitas Soal Ujian Statistika Menggunakan Classical Test Theory dan Rasch Model

2020 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Jerhi Wahyu Fernanda ◽  
Noer Hidayah
Keyword(s):  
Rasch Model ◽  
Item Difficulty ◽  
Classical Test Theory ◽  
Test Theory ◽  
Item Information ◽  
Information Function ◽  
Classical Test ◽  
Item Fit

<p>Penilaian merupakan akhir dari proses pembelajaran yang dapat dilakukan melalui ujian. Soal yang digunakan harus mampu mengukur kemampuan peserta didik. <em>Classical Test Theory</em> (CTT) dan <em>Rasch model</em> merupakan analisis statistika untuk menganalis butir soal. Desain dalam penelitian ini adalah penelitian deskriptif. Hasil analisis terhadap 50 soal menggunakan metode CTT, didapatkan hasil bahwa hanya 21 soal yang memenuhi kriteria <em>item difficulty</em> dan <em>item discriminant</em>. Analisis <em>Rasch model</em>, memberikan informasi bahwa secara keseluruhan kualitas soal dikatakan baik berdasarkan pola kurva <em>item information function</em>. Analisis ini juga memberikan informasi terdapat 42 soal yang layak karena memenuhi kriteria <em>item fit,</em> dan 8 soal yang harus dievaluasi lagi. Analisis menggunakan <em>Rasch model</em> lebih baik dibandingan dengan CTT, sehingga 8 soal yang tidak layak berdasarkan analisis tersebut harus dievaluasi dengan mengubah bentuk studi kasus pada soal tersebut dan membuat inovasi metode pembelajaran terkait materi pada 8 soal tersebut.</p><p><strong>Kata kunci</strong>: analisis soal, <em>Classical Test Theory</em>, <em>Rasch model</em>.</p>

scholarly journals Rating Score Data Analysis by Classical Test Theory and Many-Facet Rasch Model

2014 ◽  
Vol 4 (03) ◽  
Author(s):  
Tsai-Wei Huang ◽  
Gwo-Jen Guo ◽  
William Loadman ◽  
Fang-Mei Law
Keyword(s):  
Data Analysis ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Rating Score ◽  
Classical Test

scholarly journals Aplikasi Model RASCH dalam Pengujian Alat Ukur Kesehatan Mental di Tempat Kerja

2015 ◽  
Vol 12 (2) ◽  
pp. 29
Author(s):  
Rahmat Aziz
Keyword(s):  
Mental Health ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Theory Approach ◽  
Validity And Reliability ◽  
Mental Health Scale ◽  
Classical Test ◽  
The Subject ◽  
The Rasch Model

This research aims to examine the validity and reliability of mental health scale in the workplace by using the Rasch model approach as well as compare the results of analysis with classical test theory approach. The subject were 60 employees at the State Islamic University Malang. The analysis showed that the mental health scale in the workplace is declared valid and reliable either by using the approach of Rasch model and classical test theory. This means that both approaches are able to find the same results on the test of mental health scale in the workplace.

scholarly journals PENGEMBANGAN BANK SOAL MATA KULIAH PSIKOLOGI PERKEMBANGAN

2011 ◽  
Vol 23 (XIV) ◽  
pp. 66-73
Author(s):  
Anna Armeini Rangkuti
Keyword(s):  
Rasch Model ◽  
Standardized Test ◽  
Classical Test Theory ◽  
Test Theory ◽  
State University ◽  
Instructional Process ◽  
Test Items ◽  
Classical Test ◽  
Valid Test ◽  
Psychology Course

Valid and reliable test is an essential instrument to measure the student’s learning achievement. Standardized test available at the time it is required will make the instructional process more effective and efficient. This study aims at building a test bank with standardized tests for Development Psychology Course as one of Basic Courses for Education that has to be taken by all students of education. The test items were developed by employing the method which could expose psychometric property or psychomotoric characteristics of each item. For this purpose 95 test items were tried out to 224 students of State University of Jakarta. From the whole number of test items, 46 were analyzed by using Rasch Model (Item Response Theory) and the remaining 49 were analyzed with Classical Test Theory. The study resulted in 29 valid test items from Rasch Model and 42 valid test items from Classical Test Theory. The valid test items can be put into the test bank and ready for use.

Psychometric properties and construct validity of PLAYself: a self-reported measure of physical literacy for children and youth

2020 ◽  
Author(s):  
Philip Jefferies ◽  
Emily Bremer ◽  
Tanya Kozera ◽  
John Cairney ◽  
Dean Kriellaars
Keyword(s):  
Construct Validity ◽  
Psychometric Properties ◽  
Rasch Model ◽  
Classical Test Theory ◽  
Test Theory ◽  
Children And Youth ◽  
Physical Literacy ◽  
Internal Reliability ◽  
Classical Test ◽  
The Rasch Model

PLAYself is a tool designed for self-description of physical literacy in children and youth. We examined the tool using both the Rasch model and Classical Test Theory to explore its psychometric properties. A random selection of 300 children aged 8-14 (47.3% female) from a dataset of 8,513 Canadian children were involved in the Rasch analysis. The three subscales of the measure demonstrated good fit to the Rasch model, satisfying requirements of unidimensionality, having good fit statistics (item and person fit residuals =-.17-1.47) and internal reliability (PSI=.70-.82), and a lack of item bias and problematic local dependency. In a separate comparable sample, 297 children also aged 8-14 (53.9% female) completed the PLAYfun, Physical Self-Description Questionnaire (PSDQ), Physical Activities Measure-Revised (MPAM-R), a physical activity inventory (PLAYinventory), and repeated the PLAYself seven days later. The tests with this sample confirmed test-retest reliability (ICC=.81-.84), and convergent and construct validity consistent with contemporary physical literacy definitions. Overall, the PLAYself demonstrated robust psychometric properties, and is recommended for researchers and practitioners who are interested in assessing self-reported physical literacy. Novelty bullets: • The PLAYself is a self-reported measure of physical literacy • This study validates the measure using the Rasch model and classical test theory • The PLAYself was found to have strong psychometric properties

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