Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Karlimah, Karlimah; Andriani, Dewi; Suryana, Dodi

doi:10.2174/1874350102013010181

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Rasch modeling in the process of disclosing students' abilities has been widely used by previous researchers, among others, to measure students' critical thinking skills in STEM learning in elementary schools (Hamdu et al, 2020). In addition, it is used to develop mathematical anxiety instruments, character, and student confidence in elementary school students (Karlimah et al, 2020;Nur et al, 2020;Rusmana et al, 2020). Analysis of students' abilities in working on HOTS-based test questions can identify students' ability levels in working on these questions.…”

Section: Resultsmentioning

confidence: 99%

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

et al. 2021

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Information on students' ability in higher-order thinking obtained during the learning process can certainly provide an overview for teachers to evaluate appropriate and effective learning. In this context, how can a teacher properly carry out diagnostic and remedial teaching based on the information on student abilities obtained? Therefore, this study aims to provide a disclosure analysis technique for the acquisition of students' abilities in higher-order thinking. This research is one of the stages of Design-Based Research (DBR), which is a reflection to produce design principles and perfect their implementation. Determination of the research sample is done by using the purposive sampling technique. Data collection of students' ability in higher-order thinking was done through HOTS-based test questions developed based on the cognitive hierarchy adopted from Bloom's taxonomy. The results of the acquisition of students' abilities in higher-order thinking were then analyzed through Rasch modeling with the help of the Winsteps 3.75 application. Based on the results of

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Section: Resultsmentioning

confidence: 99%

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

et al. 2021

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“…Biased items could discriminate against individuals in other categories, leading to different results [33]. Therefore, the CSAI instrument could be used for all types of gender in victims of sexual violence.…”

Section: Validity Testmentioning

confidence: 99%

“…Some of these studies have shown that using the Rasch model can help teachers, instructors, and researchers in the educational assessment eld improve the analysis quality. Karlimah, Andriani, and Suryana stated that classical measurement theory, which uses raw data based on rating responses, cannot represent the original characteristics of quantitative data, which are a continuum [33]. The Rasch model could transform the ordinal response into a higher accuracy ratio on the probability principle [33].…”

Section: Introductionmentioning

confidence: 99%

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Validity and Reliability Test of Career Self- Awareness Instruments on Victims of Violence With the Rasch Model

Supriatna,

Suryana,

Anzhali

et al. 2023

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Background Everyone needs self-awareness about her/his career, without exception, even if she/he is a victim of violence. Victims of violence have a trauma that often affects their lives, including their career development. A new instrument is needed to measure an individual's self-perception of themselves and their work environment. An instrument needs to be tested for validity and reliability before it is used with individuals to assess individuals’ self-awareness about their careers. Career self-awareness instruments measure an individual's talent to understand themselves and the work environment in depth. Methods This research examines the validity and reliability of career self-awareness instruments with victims of violence. The research was conducted with 50 victims of violence in Bandung City. A quantitative approach with a cross-sectional study design was used. Data were analyzed using the Rasch model and Winsteps 3.73 application. Results The analysis showed that the unidimensional value fell into the "good" category and thus could describe aspects of the career self-awareness instrument. The analysis of the diagnostic rating scale based on the Andrich threshold showed that the score increased to the appropriate level with the value from 0 to 4. The Cronbach alpha value represents the interaction between a person and an item in the good category. In addition, the person reliability value is found in the sufficient category, while the item reliability is very good. Conclusion Based on these results, a career self-awareness instrument can be used to assess and measure the level of career self-awareness of victims of violence.

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“…The analysis process through Rasch modeling in previous research was carried out in the development of character and anxiety instruments in elementary schools, so in this study it becomes a reference in the technical process of data processing (Nur et al, 2020;Karlimah et al, 2020) as well as in measuring thinking skills. critical students in elementary schools (Hamdu, et al, 2020).…”

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confidence: 99%

Disclosure of Difficulty Distribution of HOTS-Based Test Questions through Rasch Modeling

Yulianto¹,

Widodo

2020

IJPE

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Many researchers or teachers need more and more complete information about the evaluation of the implementation of learning or the ability measurement tools used to find out how much learning outcomes are shown by their students. In this article, it is shown how to analyze questions based on the level of difficulty and suitability of test item items; especially on HOTS (Higher-Order Thinking Skill) based test questions which were developed based on a cognitive hierarchy adopted from Bloom's taxonomy (C4, C5, & C6). The analysis process was carried out based on Sumintono's (2015) explanation of the combination of standard deviation (SD) values and logit average values (Mean).Then perform the criteria for the outfit mean square (MNSQ) value, the Z-standard outfit value (ZSTD) and the point measure correlation value (Pt. Measure Corr) (Boone et al., 2014). The analysis technique was carried out through Rasch modeling assisted by the Winsteps 3.75 application. As for the grouping of difficulty levels according to Sumintono (2015), namely 1) difficult question category (logit value is greater + 1SD); 2) difficult question category (value 0.0 logit +1 SD); 3) easy question category (value 0.0 logit -1 SD); and 4) the category of questions is very easy (value less than -SD), as well as for the criteria used to measure the suitability of item items using, 1) the value of 0.5

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Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Cited by 5 publications

References 28 publications

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

Disclosure of Student Ability in Working on Higher-Order Thinking Skills Questions through Rasch Modeling

Validity and Reliability Test of Career Self- Awareness Instruments on Victims of Violence With the Rasch Model

Disclosure of Difficulty Distribution of HOTS-Based Test Questions through Rasch Modeling

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