Analysis of the Quality of the Formative Test Items for Physics Learning Using the Rasch Model in the 21st Century Learning

Asriadi, Muhammad; Hadi, Samsul

doi:10.26737/jipf.v6i2.2030

Cited by 3 publications

(4 citation statements)

References 26 publications

(23 reference statements)

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“…One of the phenomena of the 21st century is a shift in the need for Human Resources (HR), namely replacing low-skilled human resources with high-level creative human resources (Chan, Looi, & Sumintono, 2021). Creativity is the only possibility for developing countries to grow, so 21st century learning teachers need to orient learning to produce students who have high creativity (Asriadi & Hadi, 2021;Asriadi & Istiyono, 2020). This can be achieved more quickly if students become active subjects in constructing learning experiences, practicing higher order thinking (HOTS), and developing habit creation.…”

Section:  Introductionmentioning

confidence: 99%

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

Rostika,

Hidayah,

2023

JPP

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Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry. This survey research aims to assess the comprehension of elementary school teacher education students regarding PBL and HOTS and elucidate the application of PBL and HOTS in elementary geometry education. The study engaged 18 elementary school teacher education students at UPI Cibiru Campus. Findings reveal that these students possess a solid understanding of PBL and a very high level of comprehension of HOTS. The proposed implementations of PBL in geometry education exhibit variations, while others have yet to integrate PBL into their Lesson Implementation Plans. The application of HOTS also varies, with some encompassing all its components, while others fall short. In conclusion, prospective teachers exhibit a robust initial grasp of PBL and HOTS, but a consistent application is essential to foster confidence in practical teaching at elementary schools.

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Section:  Introductionmentioning

confidence: 99%

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

Rostika,

Hidayah,

2023

JPP

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“…Previous researchers have carried out research on the Rasch Model (Asriadi & Hadi, 2021;Martinková & Zvára, 2007;Muslihin et al, 2022;Susongko, 2016;Tarigan et al, 2022). This study aims to determine the validity and reliability of a test using the IRT approach through the Rasch Model compared to the CTT approach.…”

Section: Introductionmentioning

confidence: 99%

“…This research aimed to analyze HOTS instruments for physics subjects on Elasticity and Hooke's Law using the Rasch Model (Asriadi & Hadi, 2021;Ibnu et al, 2019;Munali et al, 2021;Nirwana et al, 2019;Planinic et al, 2019;Santos et al, 2016;Susongko, 2016;Tarigan et al, 2022). The results of the analysis of the HOTS test instrument using the Rasch Model will be described regarding: a) the quality of the HOTS-based test instrument for physics subjects on Elasticity and Hooke's Law; and b) the student's ability relative to other students in the same test (Kurniawan & Andriyani, 2018).…”

Section: Introductionmentioning

confidence: 99%

Rasch model analysis of physics test of HOTS on the topic of elasticity and hooke’s law

Hasanah

Purwanto

2023

thabiea

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This study aims to measure the quality of the physics learning outcomes test instrument based on high order thinking skills (HOTS) on Elasticity and Hooke's Law and to classify students based on their ability to work on test items. This study uses a quantitative approach. The research was conducted at Sedayu 1st Senior High School with 60 students at eleventh grade in science program as test subjects in the first semester of the 2022/2023 academic year. The data collection technique is done by testing technique. The instrument used is in the form of multiple-choice test questions with 5 alternative answers. The number of test items is 30 test items. The results showed that: first, 27 test items fit the criteria for acceptance of good test items, which can then be used to measure student learning outcomes for physics subjects in Elasticity and Hooke's Law. Three test items are not by the acceptance criteria for good test items, so they need to be revised or replaced with other test items: the competency achievement indicators and the question indicators that are the same as the three test items. Second, the abilities of students who took the test were grouped into 3 groups, namely high, moderate, and low abilities. Students who have high category abilities in terms of working on HOTS-based physics test items are 18.33%. Students with moderate abilities in working on HOTS-based physics tests on Elasticity and Hooke’s Law, namely as much as 65.00%, while students with low abilities are as many as 16.67%.

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“…Physics is also an important subject in the IT era. The contribution of physics in the IT era is very useful for every society (Asriadi & Hadi, 2021). Physics as a basic science has characteristics that include the form of science consisting of facts, concepts, principles, postulates, and theories as well as scientific methodologies (Crouch et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Multiple Representation Ability of High School Students in Physics: A Study of Modern Response Theory

Asriadi

Istiyono

2022

thabiea

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Physics education emphasizes students' ability to represent a problem and then choose alternative solutions from various perspectives. However, teachers still very rarely use this ability as the focus of assessment. The purpose of this study is to describe the results of an assessment of the ability to represent multiple physics in each of its components. This is survey research that takes a quantitative approach. This study's sample included 287 high school students from Yogyakartam using cluster sampling. The instrument used is a physics multiple representation ability test that has been tested for validity, reliability, and item quality using IRT 1 PL analysis. According to the measurement results, physics high school students' dual representation ability in all aspects, namely mathematical representation, graphic representation, image representation, and verbal representation, is in the low category. However, according to the four existing components, the mathematical component is the highest and the verbal component is the lowest. So this finding can be a reference for teachers in improving the quality of physics teaching.

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Analysis of the Quality of the Formative Test Items for Physics Learning Using the Rasch Model in the 21st Century Learning

Cited by 3 publications

References 26 publications

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

Readiness of Pre-Service Elementary School Teacher to Implement PBL and HOTS in Learning Geometry

Rasch model analysis of physics test of HOTS on the topic of elasticity and hooke’s law

Multiple Representation Ability of High School Students in Physics: A Study of Modern Response Theory

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