The Use of The Rasch Model to Develop Students' Conception of Chemistry Learning Instruments During the Covid-19 Pandemic
DOI:
https://doi.org/10.23887/jpk.v6i1.45338Kata Kunci:
Konsepsi Belajar, Pembelajaran Kimia, Model Rasch, Pandemi Covid-19Abstrak
Perbedaan konsepsi belajar tergantung pada pengalaman belajar kimia yang dirasakan peserta didik. Perbedaan ini semakin tampak ketika peserta didik harus menjalani pembelajaran jarak jauh dikarenakan pandemi. Untuk mengukur perbedaan tersebut, instrumen konsepsi belajar kimia yang terdiri dari 24 item dengan skala likert dikembangkan dan divalidasi oleh para ahli secara konstruk serta secara empiris dengan menerapkan analisis model Rasch menggunakan software WINSTEPS® (versi 3.73). Tujuan penelitian ini yaitu mengembangkan instrumen konsepsi belajar yang spesifik mengukur konsepsi belajar kimia. Jenis penelitian ini yaitu pengembangan. Populasi penelitian ini sejumlah 247 siswa sekolah menengah atas. Metode yang digunakan untuk mengumpulkan data yaitu survei. Instrument yang digunakan untuk mengumpulkan data yaitu kuesioner. Kualitas psikometrik kuesioner yang dianalisis meliputi reliabilitas, statistik kesesuaian item, penggunaan skala penilaian, dan bias item terhadap gender (Differential Item Functioning (DIF)). Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa model Rasch cocok dengan data pengukuran meliputi reliabilitas person dan item (>0,8). Sembilan belas item memenuhi nilai penerimaan untuk statistik kesesuaian item. Selain itu, kategori pada skala berfungsi dengan baik dan bebas dari ketidakteraturan dari nilai Andrich-Threshold. 2 dari 4 item bias gender kemudian dipertahankan dengan merevisi kuesioner. Disimpulkan bahwa instrumen valid dan dapat digunakan untuk mengukur konsepsi belajar kimia.
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