Estimation of college students’ ability on real analysis course using Rasch model

Isnani, Isnani; Utami, Wikan Budi; Susongko, Purwo; Lestiani, Herani Tri

doi:10.21831/reid.v5i2.20924

Cited by 14 publications

(10 citation statements)

References 9 publications

(7 reference statements)

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“…Kerangka pengukuran model Rasch adalah tidak asing di dalam dunia pendidikan kerana kemampuan model dari sudut pengesahan pembinaan instrumen, analisis kualiti serta analisis pencapaian individu melalui pengukuran dalam menghasilkan dapatan yang empirikal (Boone et al, 2014). Pelbagai kajian lalu menjadikan model pengukuran Rasch sebagai pengesahan item atau ujian yang lebih berkualiti seperti pembinaan bank item (Samsudin et al, 2020b;Hasni, 2020), kalibrasi item (Samsudin et al, 2020a;Hasni, 2014), pengesahan soal selidik (Mahamud & Othman, 2019;Yasin et al, 2015) mahupun ujian menulis esei (Isnani et al, 2019).…”

Section: Sorotan Literaturunclassified

Analisis Model Rasch Penilaian Akhir Bahasa Arab Kolej Vokasional

Lot

Khairani

2022

MJSSH

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Kajian ini bertujuan menganalisis item Penilaian Akhir kursus bahasa Arab Kolej Vokasional, Kementerian Pendidikan Malaysia di enam buah Kolej Vokasional di Negeri Perak. Analisis item melibatkan ujian bertulis kertas penilaian akhir sesi pengajian 2020 melalui penglibatan 244 orang responden bagi kertas ELA3312 dan 245 orang responden bagi kertas ELA4322. Analisis deskriptif model Rasch daripada perisian Winstep 3.71.0.1 digunakan bagi menilai statistik item melalui analisis unidimensi ujian, kesesuaian item, polariti item, indeks pemisahan dan kebolehpercayaan item dan pelajar serta analisis bias DIF item dalam menentukan kesesuaian item yang dilibatkan sebagai ujian akhir. Analisis ini bertujuan bagi mengesahkan kualiti item penilaian yang dilibatkan dari sudut statistik sekali gus mengesan kesesuaian item tersebut untuk digunakan atau diubahsuai berdasarkan standard kandungan sekali gus mencapai hasil pembelajaran yang ditetapkan. Dapatan menunjukkan sebahagian besar item adalah memenuhi keperluan pengukuran model Rasch. Item-item adalah sesuai digunakan semula sebagai item ujian atau dilibatkan sebagai item bank soalan bahasa Arab. Nisbah kesukaran item juga adalah bersesuaian dengan konstruk pembelajaran kursus bahasa Arab Kolej Vokasional. Melalui dapatan yang diperoleh diharapkan dapat membantu pengkaji merungkap penghasilan item yang lebih baik sekaligus meningkatkan kualiti pentaksiran dan penilaian bahasa Arab di Kolej Vokasional.

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Section: Sorotan Literaturunclassified

Analisis Model Rasch Penilaian Akhir Bahasa Arab Kolej Vokasional

Lot

Khairani

2022

MJSSH

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“…Previous research using the Rasch model as a computer program in testing measuring instruments has been carried out, including in the measurement of test instrument questions by Ibrahim, et al, 2015;Mahmud, et al, 2017;Wati, et al, 2019;Sihombing, et al, 2019;Isnani, et al, 2019;Samritin, et al, 2019;Saidi & Siew, 2019;Pratama & Husnayaini, 2020;Darmana & Sutiani, 2020. Rasch model can produce standard error measurement values that can improve calculation accuracy (Afrassa, 2005;Ardiyanti, 2016).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Rasch Model for the Validation of Chemistry National Exam Instruments

Darmana

Sutiani

Nasution

et al. 2021

JPSI

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Information about score obtained from a test is often interpreted as an indicator of the student's ability level. This is one of the weaknesses of classical analysis that are unable to provide meaningful and fair information. The acquisition of the same score if it comes from a test item with a different level of difficulty, must show different abilities. Analysis of the Rasch model will overcome this weakness. The purpose of this study was to analyze the quality of the items by validating the national chemistry exam instrument using the Rasch model. The research sample was 212 new students of the Department of Chemistry at the State University of Medan. The data collected was in the form of respondent's answer data to the 2013 chemistry UN questions, which amounted to 40 items multiple choice and uses the documentation method. Data analysis technique used the Rasch Model with Ministep software. The results of the analysis show the quality of the Chemistry National Exam (UN) questions is categorized as very good based on the following aspects: unidimension, item fit test, person map item, difficulty test level, person and item reliability. There is one item found to be gender bias, in which men benefit more than women. The average chemistry ability of respondents is above the average level of difficulty of the test items

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“…These two scores form the basis for estimating the correct score indicating the level of individual ability as well as the level of difficulty of the test. The advantage of the Rasch Model compared to other models, in particular, the classical model of test theory, is the ability to predict missing data, based on systematic response patterns [12]. Thus the Rasch model can provide an objective measure of student ability that does not depend on the difficulty of the item in the assessment task.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Item Response Theory at Final Exam Test in Physics Learning: Rasch Model Study

Asriadi¹,

Hadi²

2021

Advances in Social Science, Education and Humanities Research

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A good test is one that has been validated and the accuracy of the gauge is tested. This article aims to provide a study of the implementation of item response theory with the Rasch model to analyze the quality of the final exam test items in physics. This is a survey conducted once and at a time. The subjects were the 131 grade XI students of MAN 1 Bone. Test of final exam and documentation of physics learning were used as data collection techniques. The data analysis method used was the item response analysis with the Rasch model. The results showed that the reliability value with Cronbach alpha (KR-20) which measures the interaction between the person and the item as a whole, namely α = 0.47. The value of person reliability is 0.48 and the value of the item reliability is 0.88. This shows that the consistency of the answers from the test takers is still weak, but the quality of the items in the reliability aspect of the instrument is quite good. So that the questions final exam test in physics subject still needs improvement and consideration to be used again in the future.

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Estimation of college students’ ability on real analysis course using Rasch model

Cited by 14 publications

References 9 publications

Analisis Model Rasch Penilaian Akhir Bahasa Arab Kolej Vokasional

Analisis Model Rasch Penilaian Akhir Bahasa Arab Kolej Vokasional

Analysis of Rasch Model for the Validation of Chemistry National Exam Instruments

Implementation of Item Response Theory at Final Exam Test in Physics Learning: Rasch Model Study

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