Critical Thinking Skills and Scientific Attitudes of Pre-Service Chemistry Teachers Through the Implementation of Problem-Based Learning Model

This study aims to determine the effect of applying problem-based learning models on critical thinking skills and scientific attitudes of pre-service chemistry teachers in Basic Chemistry 1. This quasi-experimental research uses pre-test and post-test through an unequal control group design. This research has been carried out for 3 months from September-November in 2021 on pre-service chemistry teachers. The data were analyzed using Hotelling's T2 test and the Rasch model. Empirical evidence shows that based on Hotelling's T2 test results obtained a significance value of 0.001 < (0.05) with a partial eta squared value of 0.28 which means Ha is accepted. So, it can be concluded that there is a contribution of problem-based learning models on critical thinking skills and scientific attitudes of students with the contribution of 28%. Another finding also shows that based on the results of the Rasch model test, it shows that in the experimental class the indicators of critical thinking skills and scientific attitudes are mostly possessed the ability to synthesize attitudes towards scientific investigations. The indicators of critical thinking skills and scientific attitudes are least possessed the ability to analyze and chemistry learning experiences. The conclusions of this study include there is a significant effect of the application of the PBL model on students' critical thinking skills and scientific attitudes with a model contribution of 28%, as well as critical thinking skills and scientific attitudes that most students have in the experimental class are analytical skills and attitudes towards scientific investigations.

Psychometric Evaluation of the Positive Mental Health (PMH) Scale Using Item Analysis According to the Rasch Model

Background: The investigation of patient-reported outcomes and psycho-oncological interventions mainly focuses on psychological distress or psychopathology. However, the recognition of the equal importance of positive mental health (PMH) has increased lately. The PMH-scale is a brief questionnaire allowing to assess well-being in individuals in the general population and in patients. Previous studies evaluated the psychometric properties of the PMH-scale using classical test theory (CTT). This study is the first to investigate the PMH-scale in patients with cancer using item analysis according to the Rasch model. Methods: In total, N = 357 cancer patients participated in the study. A Rasch analysis of the PMH-scale was conducted including testing of unidimensionality, local independence, homogeneity and differential item functioning (DIF) with regard to age, gender, type of cancer, the presence of metastases, psycho-oncological support, and duration of disease. Additionally, the ordering of the item thresholds as well as the targeting of the scale were investigated.Results: After excluding one misfitting item and accounting for local dependence by forming superitems, a satisfactory overall fit to the Rasch model was established (χ2 = 30.34, p = 0.21). The new PMH-8 scale proved to be unidimensional, and homogeneity of the scale could be inferred. All items showed ordered thresholds, there was no further item misfit. DIF was found for age, but as the impact of DIF was not substantial, no adjustment related to the age-DIF had to be made. The Person Separation Index (PSI = 0.89) was excellent, indicating excellent discriminatory power between different levels of positive mental health. Overall, the targeting of the PMH-8 was good for the majority of the present sample. However, at both ends of the scale item thresholds are missing as indicated by a slight floor effect (1.4%) and a considerable ceiling effect (9.8%). Conclusion: Overall, the results of the analysis according to the Rasch model support the use of the revised PMH-scale in a psycho-oncological context.

How does Rasch modeling reveal difficulty and suitability level the fraction test question?

This article explains how to analyze test items in arithmetic operation with fractions to obtain the items' level of difficulty and fitness. Data were collected by using multiple-choice questions given to 50 fourth-grade students of an elementary school in Tasikmalaya city. The answers were then analyzed using the Rasch model and Winsteps 3.75 application, a combination of standard deviation (SD) and logit mean values (Mean). The score data of each person and question were used to estimate the pure score in the logit scale, indicating the level of difficulty of the test items. The categories were difficult (logit value +1 SD); very difficult (0.0 logit +1 SD); easy (0.0 logit -1 SD); very easy (logit value –SD). Three criteria were used to determine the level of difficulty and fitness of the questions: the Outfit Z-Standard/ZSTD value; Outfit Mean Square/MNSQ; and Point Measure Correlation. It resulted in a collection of test items suitable for use with several levels of difficulties, namely, difficult, very difficult, easy, and very easy, from the previous items, which had difficult, medium, and easy categories. Rasch model can help categorize questions and students' ability levels.

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

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.

TOURISM EXPERIENCE IN INDONESIA: A NEW APPROACH USING THE RASCH MODEL SCALE

In this paper, the research discussed analyzes the tourism experience in Indonesia, this study aims to explore the factors influencing the experience of city branding. The empirical application is based on a study of 373 visitors traveling in Indonesia, analyzed using the Rasch model. The present study aimed at a credible and accurate measurement scale that will help to clarify the definition and enhance the successful management of tourism experience. We have developed a 16-point size of tourism experience that we assume extends to many of the tourist destinations. The scale consists of six fields: hedonism, novelty, refreshment, local culture, significance, and dedication. Data are of assistance to the tourism experience's dimensional framework as well as its accuracy and validity within.

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

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.

Validity and Reliability of Green Competencies Instrument for Automobile Technology Programme Using Rasch Model

This article aims to determine the validity of developed constructs and check the reliability of the newly developed instrument named as Questionnaire on Green Competencies for Automobile Engineering Technology (QGCAET) for the Automobile Technology Programme in Nigerian Universities. The instrument consists of 170 elements measuring four constructs namely Technical Green Competencies; Managerial Green Competencies; Personal Green Competencies and Social Green Competencies and was administered to 299 respondents made of Lecturers, Technologists and Final- Year Students of Automobile Engineering and Technology programme in Nigeria universities. The Rasch model was used to examine the validity and reliability of the items. From the analysis point of view, the polarity of the elements indicates that the correlation of the point measure (PTMEA CORR) of 170 elements of green competencies is between 0.00 and 0.55. The summary statistics show that the reliability of the items and the separation of the items of the green competencies instrument are 0.98 and 6.46, respectively. Similarly, the item reliability of each construct is between 0.96 and 0.99, and the reliability of the person is between 0.79 and 1.97, respectively. In terms of item fit statistics, a total of 157 items are found to be fit to achieve the objectives of the study. The result also indicates that the range of fit for the four (4) identified green competencies constructs is between 0.61 and 1.49 signifying that all the constructs are in harmony in measuring the items in the constructs, so suitable in achieving the objectives of the research.