Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model

Laliyo, Lukman abdul rauf; Sumintono, Bambang; Panigoro, Citra

doi:10.1016/j.heliyon.2022.e09126

Cited by 21 publications

(22 citation statements)

References 57 publications

(76 reference statements)

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“…The research instrument involved 30 items that measure the students' reasoning ability on the concept of hydrolysis. The instrument was in the form of multiple-choice test that was adapted from the previous study (Laliyo et al, 2022;Suteno et al, 2021), and developed by referring to the recommendations from Wilson (2005). Table 1 shows the conceptual map of reasoning of salt hydrolysis that involves ten levels of constructs.…”

Section: Development Of Instrumentsmentioning

confidence: 99%

“…Research studies on misconceptions in chemistry that use Rasch modelling were focusing on diagnosing the changes in students' understanding and learning progress (Hadenfeldt et al, 2013), measuring the content knowledge by pedagogical content knowledge (Davidowitz and Potgieter, 2016), measuring conceptual changes in hydrolysis (Laliyo et al, 2022), measuring scientific investigation competence (Arnold et al, 2018), investigating the item difficulty (Barbera, 2013) and (Park & Liu, 2019), and identifying misconceptions in electrolytes and nonelectrolytes (Lu and Bi, 2016). In particular, research studies on misconceptions in chemistry by (Herrmann-Abell & DeBoer, 2016;Herrmann-Abell & DeBoer, 2011) were able to diagnose the misconception structures and detect problems on the items.…”

Section: Introductionmentioning

confidence: 99%

“…The problems on these items are detected by option probability curve, in which the item difficulty level is determined based on the size of item logit (Boone & Staver, 2020;Laliyo et al, 2022;Linacre, 2020). By dichotomous score, the curve that is appropriate with the probability of correct answer choice usually increases monotonously along with the increase in students' understanding; while the curve for the distractor sequence tends to decline monotonously as the students' understanding increases (Haladyna, 2004;Haladyna & Rodriguez, 2013;Herrmann-Abell & DeBoer, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

Laliyo

Kilo

Paputungan

et al. 2022

JBSE

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This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students’ reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution’s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students’ abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students' conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students' chemical conceptual reasoning difficulties based on Rasch modeling. Keywords: reasoning difficulties, hydrolysis, misconception, Rasch model.

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Section: Development Of Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

Laliyo

Kilo

Paputungan

et al. 2022

JBSE

Self Cite

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“…The item response theory (IRT) approach can be an effective alternative. Laliyo, Sumintono, and Panigoro [25] used a three-tier multiple choice test to measure students' conceptual understanding in chemistry. Aminudin et al [26] developed an open four-tier diagnostic instrument on light-wave material.…”

Section: Introductionmentioning

confidence: 99%

An investigation of item bias in the four-tier diagnostic test using Rasch model

Jumadi

Sukarelawan

Kuswanto

2023

IJERE

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The existence of item bias in a set of measuring instruments can threaten the instrument’s validity. Based on the Rasch model, this study evaluated item bias in the four-tier heat and temperature diagnostic test (4T-HTDT). This study used a cross-sectional quantitative survey method. There were 241 students selected using a stratified random sampling technique. The 4T-HTDT instrument consisted of 20 items grouped into five concept groups. Students’ conceptual understanding was grouped into five categories, namely scientific knowledge (Rating=5), false positive (Rating=4), false negative (Rating=3), misconceptions (Rating=2), and lack of knowledge (Rating=1). The differential item functioning (DIF) score was used to evaluate item bias in the 4T-HTDT. Bias was reviewed based on the respondent’s gender, class, and school. The item has DIF if the probability value is <5%. The results showed that 35% (7 out of 20 items) spread over five groups of heat and temperature concepts were biased. However, excluding seven DIF items from the measurement set would not significantly affect the composition and distribution of items. Thus, the 13 items in the 4T-HTDT instrument are free from bias and can be used to evaluate the conceptual understanding of high school students.

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“…The research on the implementation of the Problem Based Learning and the Inquiry model has been carried out by several researchers. Laliyo, Sumintono, and Panigoro (2022) investigated the implementation of the inquiry model in measuring the conceptual change of hydrolysis of class XI students. The results could have an impact on student learning progress.…”

Section: Introductionmentioning

confidence: 99%

Improving the Critical Thinking Skills of Elementary School Students through Problem Based Learning and Inquiry Models in Social Science Learning

et al. 2022

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The critical thinking skills are an important component to be instilled in elementary schools. The purpose of this study was to test the critical thinking skills of fifth grade students elementary school through the Problem Based Learning model and the Inquiry model based on the interest in learning social science using authentic assessments. Employing a quasi-experiment with Pretest-Posttest Control Group Design, this study involved 49 fifth grade elementary school students in two classes. A total of 24 students in the experimental class A learned using the Problem Based Learning (PBL) model, whereas 25 students in the experimental class B learned using the Inquiry model. The data were collected using description tests and questionnaires. The test was based on the level of reliability of 0.551, while the questionnaire with reliability of 0.893 was tested using ANOVA. The results of the study revealed that the implementation of the PBL model in social science learning was quite effective in improving critical thinking skills compared to the Inquiry model. The highest critical thinking ability was in students who had

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Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model

Cited by 21 publications

References 57 publications

Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

Rasch Modelling to Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis

An investigation of item bias in the four-tier diagnostic test using Rasch model

Improving the Critical Thinking Skills of Elementary School Students through Problem Based Learning and Inquiry Models in Social Science Learning

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