Psychometric Properties on Lecturers’ Beliefs on Teaching Function: Rasch Model Analysis

Mofreh, Samah Ali Mohsen; Ghafar, Mohammed Najib Abdul; Omar, Abdul Hafiz Hj; Mosaku, Monsurat Olusola; Ma'ruf, Amar

doi:10.5539/ies.v7n11p47

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…The raw variance explained by measure is 66.4% greater than 60%. Based on these findings, the overall validity of the MoIP-ST instrument can be classified as excellent (Mofreh et al, 2014;Ng et al, 2018;Sumintono & Widhiarsho, 2015;Sumintono & Widhiarso, 2015;Talib et al, 2019). Meanwhile, all unexplained variance eigen values in the first have a value of less than 3, and the observed have a value of less than 15% (Mofreh et al, 2014;Ng et al, 2018;Sumintono & Widhiarso, 2015;Talib et al, 2019).…”

Section: Disseminatingmentioning

confidence: 89%

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Astuti

Kaniawati

Samsudin

et al. 2022

JPMIPA

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This research aims to develop the MoIP-ST (Momentum and Impulse Problem-Solving Test) instrument to measure students' problem-solving abilities according to the stages of problem-solving skills. The research method used is 4). The research participants were 64 students, consisting of 32 rural and 32 urban 10th-grade students in East Java, who were randomly selected. The first analysis is a multi-rater Rasch measurement based on the results of expert validation, which indicates that item I1 needs improvement. The second analysis is the analysis of the MoIP-ST instrument using the Rasch model, which shows that overall the items on the MoIP-ST are valid and reliable with a Cronbach Alpha of 0.87. The third analysis is the use of the MoIP-ST, which shows that the problem-solving ability of rural students is lower than that of urban students. Student problem-solving needs to be improved through models, methods, learning models, and teaching materials that support problem-solving.

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Section: Disseminatingmentioning

confidence: 89%

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Astuti

Kaniawati

Samsudin

et al. 2022

JPMIPA

View full text Add to dashboard Cite

show abstract

“…The use of the Rasch model analysis is a robust method for assessing the soundness and dependability of the instrument in measuring the construct [41]. The model analysis is a comprehensive and rigorous process, as it verifies the soundness and consistency of the instrument and provides a comprehensive evaluation of the survey participants.…”

Section: Rasch Model Analysismentioning

confidence: 99%

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Astuti,

Wijaya,

Hanum

2024

TEM Journal

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Teachers’ beliefs are a teacher's subjective perspective about teaching practices in the classroom, which influence the actions and decisions that will be taken in facilitating student learning activities. A scale can serve as an effective tool for assessing teachers' beliefs in ethnomathematics-based numeracy learning. This study aims to evaluate teachers' belief in ethnomathematics-based numeracy learning scale. The data analysis will employ the Rasch model and involve 75 mathematics teachers from junior high schools in Central Java. The teachers' belief in an ethnomathematics-based numeracy learning scale was initially subjected to content validation by three experts. The cumulative percentage outcomes are according to the four dimensions, namely teachers' beliefs about numeracy, teachers' beliefs about the role of ethnomathematics in numeracy learning, teachers' beliefs about ethnomathematics-based numeracy teaching, and teachers' beliefs about ethnomathematics-based numeracy learning, amount to 90.28% for a total of 20 items. Following this, the researchers utilized the Rasch model analysis to investigate teachers' belief in an ethnomathematics-based numeracy learning scale. The analysis involved the use of ten measurement features. Based on the results, it was deemed imperative to remove 30 individuals to maintain adherence to the predetermined criteria. Subsequently, the data obtained from the remaining 45 participants was analyzed using the Rasch model. The study of 20 teachers’ belief items yielded three items, necessitating the exclusion of the privacy construct. The results indicate that the 17 questions possess robustness, validity, and reliability, rendering them suitable for assessing teachers' beliefs in ethnomathematics-based numeracy learning.

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“…Qualidades Psicométricas do Questionário de Aferição da Literacia em Avaliação (QALA) Índices de Fiabilidade e Separação dos Itens: Os índices de fiabilidade e separação dos itens referem-se, segundo Bond e Fox (2015), à capacidade do instrumento em definir uma hierarquia dos itens ao longo da variável (ou construto) medida. Dito de outra forma, estes índices revelam o quão bem os participantes separam os itens em diferentes níveis de dificuldade (Mofreh et al, 2014). Assim, os índices de fiabilidade e separação dos itens assumem uma especial relevância já que são indicadores da validade de construto (Linacre, 2020).…”

Section: Análise Estatísticaunclassified

Qualidades Psicométricas do Questionário de Aferição da Literacia em Avaliação (QALA)

Almeida

2023

RPE

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A literacia em avaliação é uma característica fundamental que todo o professor deve ter, uma vez que a avaliação dos alunos está numa estreita relação com todo o processo de ensino e aprendizagem. pelo que deverá ser considerada um elemento-chave na melhoria do ensino. O objetivo do presente artigo foi o de analisar as propriedades psicométricas de um instrumento desenvolvido para aferir a literacia em avaliação dos professores do ensino básico e secundário: o QALA (Questionário de Aferição da Literacia em Avaliação). A análise das propriedades psicométricas do QALA foi realizada a partir do Modelo Rasch, que se assume como um conjunto de técnicas estatísticas que se inserem na Teoria de Resposta ao Item (TRI). Os resultados evidenciam as boas qualidades psicométricas do QALA, pelo que o instrumento parece ser adequado para o objetivo a que se propõe, nomeadamente para aferir as perceções que os professores têm sobre os seus conhecimentos e capacidades em avaliação, por um lado, e a sua literacia em avaliação, por outro.

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Psychometric Properties on Lecturers’ Beliefs on Teaching Function: Rasch Model Analysis

Cited by 7 publications

References 30 publications

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

MoIP-ST: An Instrument to Measure Students’ Problem Solving Skills on Momentum and Impulse

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Qualidades Psicométricas do Questionário de Aferição da Literacia em Avaliação (QALA)

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