Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

Rizbudiani, Adilla Desy; Jaedun‬, ‪Amat; Rahim, Abdul; Nurrahman, Arief

doi:10.24042/ajpm.v12i2.9939

Cited by 2 publications

(2 citation statements)

References 32 publications

(37 reference statements)

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“…The difficulty and distinguishing index of the items based on the group of students working on them are two flaws in the traditional item analysis method. While standard error measurement (SEM) is used for all test takers, there is no fundamental theory to predict how participants will perform on tests that are pertinent to their aptitudes (Rizbudiani et al, 2021). As a result, the Rasch model and contemporary test theory's Item Response Theory were used to conduct the item analysis.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematics Questions on Theme 9 at Grade v of Raudhatul Rahmah Islamic Elementary School Pekanbaru

Siskowati

Ramadhan

2023

PJR

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This study aims to evaluate learning through test techniques, which are conducted on 5th grade elementary school students, Mathematics subject. This research is a type of quantitative descriptive research using the ex post facto method. The instrument used in this study was in the form of math subject matter questions consisting of 20 items collected through a written test technique on students. The data obtained were analyzed using the Rasch Model assisted by the Winstep program through an empirical validity process including validity, reliability and difficulty level tests. The results showed that in the validity test, items were invalid, in the reliability test there were 2 types, namely Person Reliability which was categorized as very good, while Item Reliability was categorized as weak. Whereas on the results of the difficulty level of the questions, the category is very difficult. The implication of this research is that this research can be used as a reference for other researchers in conducting research on the preparation and analysis of item items. At the time of designing the questions, it is hoped that a review will be carried out regarding the material that will be discussed in the test.

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Section: Introductionmentioning

confidence: 99%

Analysis of Mathematics Questions on Theme 9 at Grade v of Raudhatul Rahmah Islamic Elementary School Pekanbaru

Siskowati

Ramadhan

2023

PJR

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“…Several studies have been conducted related to item response theory analysis, such as item response theory analysis, especially the Rasch model using the QUEST program (Rizbudiani et al, 2021), item response theory analysis using IRTPROV3.0 and BILOG-MG V3.0 programs to investigate item level diagnostic statistics and models -data fit (Essen et al, 2017), and item response theory analysis by comparing the fit of the 2-PL and 3-PL models (Reise & Waller, 2003). Research on the R program, such as using the R program, in particular, developing the R PLmixed package into the existing R package lme4 (Jeon & Rockwood, 2017), and using the R program to see the level of difficulty and suitability of the item model as well as the item characteristic curve (ICC) and item information curve (IIC) on the Rasch model (Muchlisin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An analysis of item response theory using program R

Ali

Istiyono

2022

ajpm

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The test is one of the instruments used to assess the extent of student understanding in learning. Multiple choice is a type of test commonly used in testing students. In addition to testing students' understanding, the quality of the tests used also needs to be tested. This study aims to determine the characteristics of the national mathematics test items in Baubau in the 2015/2016 academic year and the test information function with the item response theory approach. This research is an ex-post-facto study with a sample size of 574 students using a random sampling technique. Data was collected through documentation and analyzed using the LTM R package program. Findings indicated that there were four items (I1, I2, I4, and I8) for the 1-PL model, six items (I1, I2, I4, I7, I8, and I10) for the 2-PL model, and seven items (I1, I2, I3, I4, I7, I9, and I10) (3-PL) that fit the model (FM). The percentage of good (G) item parameters using R was 90% for (b) (1-PL), 90% (b) and 100% (a) (2-PL), and 90% (b), 10% (a), and 70% (c) (3-PL). The percentage of good quality items in each model for the 1-PL model was 40% or four items, the 2-PL model was 60% or six items, and the 3-PL model was 0%, or none was included in the good quality item category.

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Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

Cited by 2 publications

References 32 publications

Analysis of Mathematics Questions on Theme 9 at Grade v of Raudhatul Rahmah Islamic Elementary School Pekanbaru

Analysis of Mathematics Questions on Theme 9 at Grade v of Raudhatul Rahmah Islamic Elementary School Pekanbaru

An analysis of item response theory using program R

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