Analysis of 4-Level Web-Based Instruments on Dynamic Electricity Material Using the Rasch Model for High School Learners

Moh Dimas Feri Hermansyah; Ernasari Ernasari; Maryani Maryani

doi:10.59024/ijellacush.v3i2.1417

Authors

Moh Dimas Feri Hermansyah Universitas Jember
Ernasari Ernasari Universitas Jember
Maryani Maryani Universitas Jember

DOI:

https://doi.org/10.59024/ijellacush.v3i2.1417

Keywords:

Four-Tier Diagnostic Test, Instrumen Feasibility, Rasch Model

Abstract

Web-based 4-tier instrument analysis on dynamic electricity material is one of the diagnostic tests that can determine the extent of understanding of the concepts that students have according to the level of confidence of the answers and the reasons they answer. The purpose of this study was to determine the feasibility of the instrument using Rasch Model analysis. Rasch Model analysis is assisted by Winstep software to analyze the scores generated from test instruments with the aim of knowing MNSQ Outfit, ZSTD Outfit, Item Measure, Item fit order, Item reliability, and Alpha Cornbach. This research is a descriptive type with quantitative descriptive research methods. The sample of this study was taken from the population derived from class XII students with a total of 91 people who have learned the concept of dynamic electricity in Jember city with purposive sampling technique. The instrument used was a web-based Four-tier diagnostic test consisting of 30 questions. The Rasch Model analysis results stated that the person reliability values of 0.76 and 0.78 were in the sufficient category, the item reliability values of 0.93 and 0.94 were in the excellent category, and the Cronbach Alpha Alpha (reliability) value of 0.78 was in the good category, indicating that the interaction between respondents and items was in the good category. This shows that the diagnostic test instrument is feasible, valid, and reliable.

References

Adimayuda, R., Aminudin, A. H., Kaniawati, I., Suhendi, E., & Samsudin, A., “A multitier open ended momentum and impulse (MOMI) instrument: Developing and assessing quality of conception of 11th grade Sundanese students with Rasch analysis,” International Journal of Scientific and Technology Research, vol. 9, no. 2, pp. 4799–4804, 2020. doi: 10.17478/jegys.574524.

Anggraini, N., Iswanto, B. H., & Wibowo, F. C., “Four Tier Test (FTT) development in the form of virtualization static fluid test (VSFT) using Rasch model analysis to support learning during the Covid-19 pandemic,” Journal of Physics: Conference Series, vol. 2019, no. 1, 2021. doi: 10.1088/1742-6596/2019/1/012005.

Anggrayni, S., & Ermawati, F. U., “The validity of Four-Tier’s misconception diagnostic test for work and energy concepts,” Journal of Physics: Conference Series, vol. 1171, no. 1, 2019. doi: 10.1088/17426596/1171/1/012037.

Arcelay, I., Goti, A., Oyarbide-Zubillaga, A., Akyazi, T., Alberdi, E., & Garcia-Bringas, P., “Definition of the future skills needs of job profiles in the renewable energy sector,” Energies, vol. 14, no. 9, p. 2609, 2021. doi: 10.3390/en14092609.

Astuti, A. P., Aziz, A., Sumarti, S. S., & Bharati, D. A. L., “Preparing 21st Century Teachers: Implementation of 4C Character’s Pre-Service Teacher through Teaching Practice,” Journal of Physics: Conference Series, vol. 1233, no. 1, 2019. doi: 10.1088/1742-6596/1233/1/012109.

Azizah, A., & Wahyuningsih, S., “Penggunaan Model Rasch Untuk Analisis Instrumen Tes Pada Mata Kuliah Matematika Aktuaria,” JUPITEK: Jurnal Pendidikan Matematika, vol. 3, no. 1, pp. 45–50, 2020. doi: 10.30598/jupitekvol3iss1pp45-50.

Azizah, A., & Wahyuningsih, S., “Use of Rasch Model for Test Instrument Analysis in Actuarial Mathematics Course,” JUPITEK: Jurnal Pendidikan Matematika, vol. 3, no. 1, pp. 45–50, 2020.

Azizah, S. N., Akhsan, H., Muslim, M., & Ariska, M., “Analysis of college students misconceptions in astronomy using four-tier test,” Journal of Physics: Conference Series, vol. 2165, no. 1, 2022. doi: 10.1088/1742-6596/2165/1/012004.

Bodzin, A., Hammond, T., Fu, Q., & Farina, W., “Development of Instruments to Assess Students’ Spatial Learning Attitudes (SLA) and Interest in Science, Technology and Geospatial Technology (STEM-GEO),” International Journal of Educational Methodology, vol. 6, no. 1, pp. 67–81, 2020. doi: 10.12973/ijem.6.1.67.

Dewi, F. H., Samsudin, A., & Chandra, D. T., “Developing FD-MT to investigate students’ mental model on fluid dynamic concept: a Rasch model analysis,” Journal of Physics: Conference Series, vol. 2098, no. 1, 2021. doi: 10.1088/1742-6596/2098/1/012020.

Diani, R., Alfin, J., Anggraeni, Y. M., Mustari, M., & Fujiani, D. Mira Amelia, Mary Margaret Thomas, Lilit Rusyati, “Four-tier diagnostic test with certainty of response index on the concepts of fluid,” Journal of Physics: Conference Series, vol. 1155, no. 1, 2019. doi: 10.1088/1742-6596/1155/1/012078.

Giancoli, D. C., Physics: Principles with Applications, 7th ed. United States: Pearson Education, Inc., 2016.

Istiyono, E., Dwandaru, W. S. B., Ayub, M. R. S., Saepuzaman, D., Zakwandi, R., Rachman, A., Yusron, E., & Santoso, P. H., “A study of the readiness of post-pandemic computer-based four-tier diagnostic test (CBFTDT): A review of economic level, school grades, and device accessibility,” Jurnal Penelitian Dan Evaluasi Pendidikan, vol. 27, no. 1, pp. 92–104, 2023. doi: 10.21831/pep.v27i1.56005.

Kaniawati, I., Rahmadani, S., Fratiwi, N. J., Suyana, I., Danawan, A., Samsudin, A., & Suhendi, E., “An analysis misconceptions of about students’ the implementation of active learning of optics and photonics approach assisted by computer simulation,” International Journal of Emerging Technologies in Learning, vol. 15, no. 9, pp. 76–93, 2020. doi: 10.3991/ijet.v15i09.

Koçak, D., “Investigation of rater tendencies and reliability in different assessment methods with many facet Rasch model,” International Electronic Journal of Elementary Education, vol. 12, no. 4, pp. 349–358, 2020. doi: 10.26822/iejee.2020459464.

Lengkong, M., Istiyono, E., Rampean, B. A. O., Tumanggor, A. M. R., & Nirmala, M. F. T., “Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception,” Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), vol. 528, pp. 561–566, 2021. doi: 10.2991/assehr.k.210305.082.

Maison, Safitri, I. C., & Rendy, W. W., “Temperature and calor topic using four-tier diagnostic,” Jurnal Ilmiah Pendidikan Fisika, vol. 11, no. 2, pp. 195–202, 2019.

Martin, F., Stamper, B., & Flowers, C., “Examining student perception of readiness for online learning: Importance and confidence,” Online Learning, vol. 24, no. 2, pp. 38–58, 2020. doi: 10.24059/olj.v24i2.2053.

Mufit, F., Festiyed, Fauzan, A., & Lufri, “The application of real experiments video analysis in the CCBL model to remediate the misconceptions about motion’s concept,” Journal of Physics: Conference Series, vol. 1317, no. 1, 2019. doi: 10.1088/1742-6596/1317/1/012156.

Soeharto, S., “Development of A Diagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach,” Journal of Turkish Science Education, vol. 18, no. 3, pp. 351–370, 2021. doi: 10.36681/tused.2021.78.

Suryana, T. G. S., Setyadin, A. H., Samsudin, A., & Kaniawati, I., “Assessing Multidimensional Energy Literacy of High School Students: An Analysis of Rasch Model,” Journal of Physics: Conference Series, vol. 1467, no. 1, 2020. doi: 10.1088/1742-6596/1467/1/012034.

Tumanggor, A. M. R., Supahar, S., Ringo, E. S., & Harliadi, M. D., “Detecting Students’ Misconception in Simple Harmonic Motion Concepts Using Four-Tier Diagnostic Test Instruments,” Jurnal Ilmiah Pendidikan Fisika Al-Biruni, vol. 9, no. 1, pp. 21–31, 2020. doi: 10.24042/jipfalbiruni.v9i1.4571.