Is it True That My Students don't Understand the Static Fluid Concepts? Rasch Modeling Perspective

Authors

  • Moh. Irma Sukarelawan Universitas Ahmad Dahlan, Yogyakarta, Indonesia
  • Sriyanto SMA Negeri 2 Bantul, Bantul, Indonesia
  • Miftakhatun Sa’adah Universitas Ahmad Dahlan, Yogyakarta, Indonesia
  • Jimmy Jupri Universitas Ahmad Dahlan, Yogyakarta, Indonesia
  • Fitri Nur Hikmah Universitas Islam Negeri Antasari, Banjarmasin, Indonesia
  • Eko Nursulistiyo Physics Education Studi Program, Faculty of Teacher and Training Education, Universitas Ahmad Dahlan, Indonesia

DOI:

https://doi.org/10.23887/jpp.v57i1.57883

Keywords:

Classical Test Theory, Conceptual understanding, Person diagnostic map, Rasch modeling

Abstract

Students' conceptual understanding can be analysed using the Classical Test Theory (CTT) and Item Response Theory (IRT) approaches. CTT can only explain students' conceptual understanding at the group level, while IRT can at the individual level. Therefore, this research evaluates students' conceptual understanding using the Rasch model. This research used a survey research type and was carried out in class XI. Students' conceptual understanding was collected using 10 multiple-choice questions on static fluid material. The level of concept understanding was analyzed in stages using Rasch modelling. Understanding analysis begins by analyzing the difficulty level of the questions and then continues with descriptive analysis. The Wright map is used to see the hierarchy between students' understanding of concepts and the difficulty level of the questions used. Finally, a person diagnostic map will be used to see students' understanding of concepts in detail. The analysis results show that students' conceptual understanding is generally in the high and medium categories. Person diagnostic maps have identified patterns of correct and incorrect answers from students that do not reflect their true abilities. So, it is necessary to analyze the exact location of the weaknesses and strengths of students' conceptual understanding. This has implications for the suitability of the learning plan that the teacher will use.

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Published

2024-05-17

How to Cite

Sukarelawan, M. I., Sriyanto, Sa’adah, M., Jupri, J., Hikmah, F. N. ., & Eko Nursulistiyo. (2024). Is it True That My Students don’t Understand the Static Fluid Concepts? Rasch Modeling Perspective. Jurnal Pendidikan Dan Pengajaran, 57(1), 127–138. https://doi.org/10.23887/jpp.v57i1.57883

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Vol. 57 No. 1 (2024): April

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Copyright (c) 2023 Moh. Irma Sukarelawan, Sriyanto Sriyanto, Miftakhatun Sa’adah, Jimmy Jupri, Fitri Nur Hikmah

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