Validity and Reliability Analysis Using the Rasch Model in Developing Creativity Tests Instruments for Elementary School Students

Authors

  • Lulu Noorkholisoh Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Yusi Riksa Yustiana Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Nandang Budiman Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Dodi Suryana Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.23887/jibk.v15i1.81249

Keywords:

Instrument, Creativity, Rasch model, Elementary School

Abstract

This research was motivated by the need to develop a creativity test instrument that is effective in assessing and developing the creativity of students in elementary schools. The aim of the research is to develop a valid and reliable creativity test instrument for elementary school students based on Torrance's theory, which includes fluency, flexibility, originality, and elaboration. The method used is a survey with a cross-sectional study design. The number of participants in this research was 772 upper elementary school students from one of the districts in Indonesia. Data analysis used the Rasch Model via the Winsteps application Version 3.73. The unidimensionality results on the unexplained variance in 1st to 5th contrast value are less than 15%, indicating that the creativity test instrument measures a single creativity construct, not influenced by external factors. The results of the item measure analysis revealed varying levels of difficulty among the items, ranging from very difficult, difficult, easy and very easy items. All items fit with Rasch Model analysis, indicating the suitability of the instrument for assessing elementary school students' creativity. Summary statistical analysis indicated high reliability, with Cronbach's Alpha at 0.9, person reliability at 0.91, and item reliability at 1.00, confirming consistency in student responses and the quality of the instrument items. This shows the consistency of students' answers in the excellent category and the quality of the items in the instrument category is special. This valid and reliable creativity instrument functions as a valuable assessment tool for the independent curriculum program in developing learning programs to improve educational outcomes and creativity of students in elementary schools.

References

Alhadabi, A., & Aldhafri, S. (2021). A rasch model analysis of the psychometric properties of the student-teacher relationship scale among middle school students. European Journal of Educational Research, 10(2), 957–973. https://doi.org/10.12973/EU-JER.10.2.957.

Amirrudin, M., Nasution, K., & Supahar, S. (2020). Effect of Variability on Cronbach Alpha Reliability in Research Practice. Jurnal Matematika, Statistika Dan Komputasi, 17(2), 223–230. https://doi.org/10.20956/jmsk.v17i2.11655.

Aryadoust, V., Tan, H. A. H., & Ng, L. Y. (2019). A scientometric review of rasch measurement: The rise and progress of a specialty. Frontiers in Psychology, 10(OCT). https://doi.org/10.3389/fpsyg.2019.02197.

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model : Fundamental Measurement in the Human Sciences (Third). Routledge.

Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37–50. https://doi.org/10.1207/s15326934crj1701_4.

Creswell, J. W. (2012). Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth). Pearson Education, Inc.

Guo, J., & Woulfin, S. (2016). Twenty-first century creativity : An investigation of How the partnership for 21st century instructional framework reflects the principles of creativity. Roeper Review, 38(3), 153–161. https://doi.org/10.1080/02783193.2016.1183741.

Hagell, P. (2014). Testing Rating Scale Unidimensionality Using the Principal Component Analysis (PCA)/t-Test Protocol with the Rasch Model: The Primacy of Theory over Statistics. Open Journal of Statistics, 04(06), 456–465. https://doi.org/10.4236/ojs.2014.46044.

Hahm, J., Kim, K. K., & Park, S. H. (2019). Cortical correlates of creative thinking assessed by the figural Torrance Test of Creative Thinking. In NeuroReport (pp. 1289–1293). ncbi.nlm.nih.gov. https://doi.org/10.1097/WNR.0000000000001358.

Hamdu, G., Fuadi, F. N., Yulianto, A., & Akhirani. (2020). Items Quality Analysis Using Rasch Model To Measure Elementary School Students ’ Critical Thinking Skill On Stem Learning. JPI (Jurnal Pendidikan Indonesia), 9(1), 61–74. https://doi.org/10.23887/jpi-undiksha.v9i1.20884.

Hayat, B., Putra, M. D. K., & Suryadi, B. (2020). Comparing item parameter estimates and fit statistics of the Rasch model from three different traditions. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(1), 39–50. https://doi.org/10.21831/pep.v24i1.29871.

Huang, S. Y., Ko, P. J., Lin, H. H., Dai, R. H., & Chen, H. C. (2021). Creative Thinking Counseling Teaching Program can Improve the Creativity, Creative Tendency, and Self-Concept of Grade 7 Students: A Quasi-Experimental Study. Journal of Creative Behavior, 55(3), 819–838. https://doi.org/10.1002/jocb.491.

Ishak, A. H., Osman, M. R., Mahaiyadin, M. H., Tumiran, M. A., & Anas, N. (2018). Examining unidimensionality of psychometric properties via rasch model. International Journal of Civil Engineering and Technology, 9(9), 1462–1467. https://www.researchgate.net/profile/Norazmi-Anas/publication/328230777.

Karabatsos, G. (2003). Comparing the Aberrant Response Detection Performance of Thirty-Six Person-Fit Statistics. Applied Measurement in Education, 16, 277–298. https://doi.org/10.1207/S15324818AME1604_2.

Kim, K. (2011). The APA 2009 division 10 debate: Are the torrance tests of creative thinking still relevant in the 21st century. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 302–308. https://doi.org/10.1037/a0021917.

Ling Lee, W., Chinna, K., & Sumintono, B. (2020). Psychometrics assessment of HeartQoL questionnaire: A Rasch analysis. European Journal of Preventive Cardiology, 28(12), e1–e5. https://doi.org/10.1177/2047487320902322.

Liyanage, I., Walker, T., & Shokouhi, H. (2021). Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education. Thinking Skills and Creativity, 39(March). https://doi.org/10.1016/j.tsc.2020.100762.

MacKinnon, D. W. (2014). The nature and nurture of creative talent. The Discovery of Talent, 184–211. https://doi.org/10.4159/harvard.9780674864207.c8.

Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70, 102625. https://doi.org/https://doi.org/10.1016/j.ijinfomgt.2023.102625.

Mitarlis, Ibnu, S., Rahayu, S., & Sutrisno. (2020). The effectiveness of new inquiry-based learning (NIBL) for improving multiple higher-order thinking skills (M-HOTS) of prospective chemistry teachers. European Journal of Educational Research, 9(3), 1309–1325. https://doi.org/10.12973/eu-jer.9.3.1309.

Nurhayati, N., & Rahardi, R. (2021). Kemampuan Berpikir Kreatif Mahasiswa Dalam Mengembangkan Media Pembelajaran Matematika Saat Pandemi Covid-19. Pembelajaran Matematika Inovatif, 4(2), 331–342. https://doi.org/10.22460/jpmi.v4i2.331-342.

Nurhudaya, Taufik, A., Yudha, E. S., & Suryana, D. (2019). The Raven’s advanced progressive matrices in education assessment with a Rasch analysis. Universal Journal of Educational Research, 7(9), 1996–2002. https://doi.org/10.13189/ujer.2019.070921.

Pichotac, N., Bonettoabc, E., Pavania, J. B., Arciszewskia, T., Bonnardel, N., & Weisbergd, R. W. (2020). The Construct Validity of Creativity: Empirical Arguments in Favor of Novelty as the Basis for Creativity. Review of Research in Education, 46(1), 288–323. https://doi.org/10.31234/osf.io/wtd8n.

Prasetya, W. A., & Pratama, A. T. (2023). Item quality analysis using the Rasch model to measure critical thinking ability in the material of the human digestive system of Biology subject in high school. Jurnal Penelitian Dan Evaluasi Pendidikan, 27(1), 76–91. https://doi.org/10.21831/pep.v27i1.58873.

Rahmawati, Y., Hadinugrahaningsih, T., Ridwan, A., Palimbunga, U. S., & Mardiah, A. (2021). Developing the critical thinking skills of vocational school students in electrochemistry through STEM - Project-based learning (STEM-PjBL). The 2nd Science and Mathematics International Conference (SMIC 2020), 2331. https://doi.org/10.1063/5.0041915.

Rifbjerg-Madsen, S., Wæhrens, E. E., Danneskiold-Samsøe, B., & Amris, K. (2017). Psychometric properties of the painDETECT questionnaire in rheumatoid arthritis, psoriatic arthritis and spondyloarthritis: Rasch analysis and test-retest reliability. Health and Quality of Life Outcomes, 15(1), 1–12. https://doi.org/10.1186/s12955-017-0681-1.

Siang, J. L., Sukardjo, M., Salenussa, B. J. M., Sudrajat, Y., & Khasanah, U. (2020). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar IPA Siswa SMP. JTP - Jurnal Teknologi Pendidikan, 22(1), 40–52. https://doi.org/10.21009/jtp.v22i1.15329.

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Permodelan Rasch Pada Assessment Pendidikan. Trim Komunikata.

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd.

van der Lans, R. M., van de Grift, W. J. C. M., & van Veen, K. (2018). Developing an instrument for teacher feedback: Using the rasch model to explore teachers’ development of effective teaching strategies and behaviors. Journal of Experimental Education, 86(2), 247–264. https://doi.org/10.1080/00220973.2016.1268086.

Zainudin, M., Subali, B., & Jailani. (2019). Construct validity of mathematical creativity instrument: First-order and second-order confirmatory factor analysis. International Journal of Instruction, 12(3), 595–614. https://doi.org/10.29333/iji.2019.12336a.

Downloads

Published

2024-07-30

Issue

Vol. 15 No. 1 (2024): Jurnal Ilmiah Bimbingan Konseling Undiksha

Section

Articles

License

Copyright (c) 2024 Lulu Noorkholisoh, Yusi Riksa Yustiana, Nandang Budiman, Dodi Suryana

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Jurnal Ilmiah Bimbingan Konseling Undiksha is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms:

JIBK is licensed under a Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited.
This means:

Creative Commons License

Jurnal Ilmiah Bimbingan Konseling is licensed under a Creative Commons Attribution 4.0 International License.

(1) Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in JIBK in whole or in part provided that the original work is properly cited. Users (redistributors) of JIBK are required to cite the original source, including the author's names, JIBK as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI); (2) The authors are the copyright owner of the article, and the author grants the JIBK held the first publication right.