Item Response Theory Utilization for Developing the Student Collaboration Ability Assessment Scale in STEM Classes

Abstract

Collaboration is an ability that develops in STEM learning and is very influential in 21st-century life. Thus, students' collaboration abilities must be detected properly. This study aims to produce a quality and easy-to-use instrument for assessing student collaboration skills in STEM classes. The research is development research that contains three steps, namely preliminary research, making prototypes, and conducting product evaluations. Methods of data collection using FGD and questionnaires. The FGD was carried out with experts to produce descriptive data and assessment instruments as well as questionnaires which were also development products with data in the form of graded scales 1, 2, 3, and 4. The study involved 187 junior high school students who took lessons in STEM classes. The instrument is a questionnaire with 4 graded answer choices. To ensure the quality of the instrument, the researcher conducted FGD and expert validation and proved the construct with CFA. The instrument profile was traced using the unidimensional graded response model (GRM) method of response analysis. The results showed that the final instrument containing 17 items was declared valid in terms of content and constructs, as well as reliable. The results of the item analysis show that all items have good sequential step parameters (b1 < b2 < b3), all items have a good discriminant index (0.995 ≤ ai ≤ 1.764), and the instrument is reliable for measuring students with an ability range of -6.15 < θ < 4.05. Thus, this instrument can define students' abilities well in a wide range of abilities.

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