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Penelitian ini dilakukan untuk menganalisa butir soal yang digunakan untuk mengukur kesesuaian butir soal dan tingkat kesukaran soal pada peserta didik kelas V mata pelajaran matematika di Sekolah Dasar Swasta Pekalongan. Peserta didik di kelas 5 berjumlah 22 orang. Subjek penelitian adalah jawaban siswa terhadap soal. Soal yang diberikan berupa soal pilihan ganda berjumlah 15 butir terkait materi perhitungan bangun ruang dan penyajian data. Model rasch digunakan untuk mendapatkan butir soal yang fit. Analisa ini dilakukan dengan bantuan software Winsteps. Syarat butir dikatakan fit terhadap model pada program winstep antara lain jika nilai Outfit MNSQ sebesar 0,5 sampai dengan 1,5 dan nilai Outfit ZSTD sebesar -2 sampai dengan 2, serta Pt-measure Corr bernilai positif maka dapat dikatakan butir tersebut fit atau cocok terhadap model (Sumintono & Widiharso, 2015:98). Dari output program Winsteps diperoleh hasil 15 butir soal sesuai dengan model Rasch dengan nilai Outfit MNSQ sebesar 1,03. Sedangkan nilai Outfit ZSTD sebesar 0,0. Serta Pt-measure Corr yang bernilai positif ada 11 butir soal, dan 4 butir soal bernilai negative. Artinya ada 4 butir soal tidak cocok terhadap model. Hasil penelitian menunjukkan bahwa soal assesmen matematika dapat memenuhi minimal satu dari tiga kriteria yang telah ditetapkan dan memiliki kesesuaian dengan karakteristik fit. Di sisi lain, satu soal dianggap mudah berdasarkan tingkat kesukaran soal.

The need for school counselor intervention is crucial for victims of bullying. However, fews studies focus on guidance strategies used by school counselors. The present study aims to explore the frequency and perceived effectiveness of various guidance strategies from the perspective of school counselors. A total of 164 school counselors from northern, central, southern, and eastern Taiwan participated in the study by completing the paper surveys, while 53 school counselors completed online surveys. The results of multidimensional Rasch analysis identified: seven common and effective strategies, including learning to seek help, using body language, expressing thoughts and feelings, discussing problems, and recognizing and accepting emotions; five common yet ineffective strategies, including understanding the impact of bullying, practicing communication skills, maintaining physical boundaries, saying “no” to bullies, and focusing on the present; seven rare but effective strategies, including understanding definition and causes of bullying, empathic listening, staying calm, speaking assertively, recognizing behavioral pattern, and progressive muscle relaxation; six rare and ineffective strategies, such as identifying types of bullying, maintaining suitable posture, setting counseling goals, strategizng against bullying, exploring new approaches to handling bullying, and cognitive regulation. These results contribute to the evaluation of the effectiveness of different guidance strategies. For practical application, it is recommended that councelors remain conscious of their intentions and actions, tailoring their approach based on the needs of the victim. Counselors can refer to the results of this research to adapt and apply various strategies flexibly.

The digital literacy curriculum in universities, especially Islamic universities, needs to be developed intensively to respond to the rapid exposure of hoax news among students. Therefore, this study aims to develop an e-module for digital learning and to investigate how this product can be implemented in a digital literacy curriculum model at Islamic universities. The Rasch measurement was used to assess fit validity and reliability criteria based on validator assessment and student responses. Many Facet Rasch Measurement was used to confirm validity and reliability from 4 different validators based on e-module development in phase 1 and phase 2 using 10-item criteria. A rating scale analysis was used to check validity and reliability according to 233 student responses and item category interactions. The e-module achieved fit validity and reliability. The e-module implementation showed students gave higher responses, 55% (agree) and 39% (strongly agree), if the e-module can help them with digital literacy for understanding hoax information. The bias interaction and the differential item functioning have been discussed in this study. The findings will provide initial knowledge in the development and implementation of e-modules for preventing hoaxes and will improve students' understanding of filtering information in the digital literacy curriculum.

Objectives. Evaluate the block-adaptive number series task of reasoning, as a time-efficient proxy of general cognitive ability in the Level-2 sample of the German National Cohort (NAKO), a population-based mega cohort. Methods. The number series task consisted of two blocks of three items each, administered as part of the touchscreen-based assessment. Based on performance on the first three items, a second block of appropriate difficulty was automatically administered. Scoring of performance was based on the Rasch model. Relations of performance scores to age, sex, education, study centre, language proficiency, and scores on other cognitive tasks were examined. Results. Except for one very difficult item, the data of the remaining 14 items showed sufficient fit to the Rasch model (Infit: 0.89-1.04; Outfit: 0.80-1.08). The resulting performance scores (N = 21,056) had a distribution that was truncated at very high levels of ability. The reliability of the performance estimates was satisfactory. Relations to age, sex, education, and the executive function factor of the other cognitive tasks in the NAKO supported the validity. Conclusions. The number series task provides a valid proxy of general cognitive ability for the Level-2 sample of the NAKO, based on a highly time-efficient assessment procedure. [ABSTRACT FROM AUTHOR]

This paper explores using the university’s corporate cloud to teach some Cisco Network Academy courses, a common feature of many universities. The paper presents two cloud labs based on the open-source platforms Apache CloudStack and EVE-NG Community Edition and operating on the IaaS model. The labs support the courses "CCNA CyberOperations" and "DevNet Associate Fundamentals Courses," allowing students to access various virtual machines, store their state, analyse traffic, and visualise network topologies. The paper also reports on the students’ satisfaction with the courses based on a survey of students majoring in "Secondary Education. Computer Science". The survey results were statistically analysed using the Rasch model with MiniSteps software and R language. The students gave positive feedback on the online curriculum materials, the virtual machines, the clarity and simplicity of the lessons, and the multiple ways of presenting information.

The need to take English as a foreign language proficiency test (known as TOEFL [Test of English Language Proficiency]) has been gaining popularity in Indonesia. The increasing demands for such a test and its expensive cost have reinforced many institutions to develop TOEFL instruments and administer the test internally. However, constructing a test instrument is a complex process that makes conducting item analysis become more challenging. Meanwhile, item analysis is crucial to assess the items’ quality. Therefore, this study reported the results of statistically analyzing 20 questions of TOEFL reading comprehension that were analyzed in terms of the test reliability, the item and person fit, and the items’ difficulty level. Thirty-eight members of the English Department Students’ Association of a state university in West Java participated in this study by taking the reading test. The data were analyzed using the Rasch model by utilizing the Quest program. The results showed that four items (36.8%) did not fulfill the ideal criteria of a valid test because they were too easy and too difficult to be given to the target test takers; thus, they needed to be discarded. Meanwhile, 16 items (63.2%) are of good quality and can be used immediately in the proficiency test, especially to measure reading comprehension skills, because they have fulfilled the standard requirements for a valid test. The findings have provided insight into the importance of item analysis in validating test instruments to improve the test quality for future administrations.

This study aims to determine the quality of the Biology instrument items on the digestive system material with the Rasch model for analyzing critical thinking skills. The research employed a quantitative descriptive method involving 63 students of senior high schools in Yogyakarta. The data were collected using a critical thinking skills description test and processed using the Rasch model with the Winstep 5.0.3.4 program. The study shows that the overall validity is acceptable. The item validity did not require improvement in items 14, 3, 8, 13, 12, 1, 4, 10, 6, 2, 7, 11, 15, and 9, and required improvement or replaced of item 5 because it did not fit. The analysis result using Cronbach's alpha shows that the overall reliability is very good, and the item reliability is good. Rating scale analysis using partial credit ratings and probability curves shows that respondents need help understanding the five-point Likert scale. The analysis of the item difficulty based on Logit and Wright maps shows that the most difficult item to work on is item 14. Items with moderate categories are items 13, 12, 1, 4, 10, 6, 2, 5, and 7. Items easy to work on are items 11, 15, and 9. The bias results show item 14 gender-biased. The results of the interaction between the item and the person through the ICC plot image show that all items are on the curve of the outfit confidence space and follow the Rasch modeling.

During the pandemic, many physics teachers only deliver material without adequate learning assistance. This directly or indirectly has influenced students' motivation to learn physics. The analysis of motivation so far has only used the classical test theory approach, so it cannot describe motivation at the individual level. Therefore, this study analyzes students' motivation to learn physics using the Rasch model. This research uses a survey research type. The survey was conducted on 27 class X and XI students who were selected using convenience sampling. The instrument used is the Physics Motivation Questionnaire (PMQ), adapted from the Science Motivation Questionnaire (SQM) developed by Glynn et al. The PMQ uses a 5-point Likert rating scale. Motivation levels were collected online using the Google Forms platform. Motivation level data were analyzed using the Wright map, LVP (Logit Value of Person), and Differential Item Functioning (DIF). The analysis results show that the average level of student motivation is higher than the item difficulty level. Male and female students have the highest motivation on the factor/dimension of Career Motivation. Regarding Gender, male students are more anxious and worried about failing physics exams than girls. Meanwhile, female students were more motivated to study physics better than other students. So, there are differences in the motivation of male and female students. Teachers must insert particular messages for students so they both have positive motivation when studying physics. Students must stay focused on their learning efforts and keep trying to improve their understanding of physics.

This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and tests as quantitative research. The research design used is Sequential Exploratory. The SILI contains 28 knowledge aspect indicators and 37 skills aspect indicators. Based on the Outfit mean square (MNSQ), Z-Standard value (ZSTD), and point measure correlation value (Pt Mean Corr), it was obtained that the three aspects of the SILI meet the criteria for an acceptable item in the Rasch measurement model. Based on item analysis biased towards gender, region, and science major, all SILI items in knowledge and skills meet the probability criteria > 0.05, so all items can be used without harming one group. The findings of the research dimensionality of the SILI for aspects of knowledge and skills are 26.9% and 20.4%. Thus, all aspects of the SILI can measure what should be measured and fulfill all the criteria for items accepted based on the Rasch model for measuring science inquiry literacy.

Developing an instrument for the need for academic guidance and counseling topics is a strategic step to support the needs assessment carried out by guidance and counseling teachers and counselors in schools. The development of this instrument had been carried out by Arfalah using exploratory factor analysis. This study aims to analyze the instrument using the Rasch model. The research procedure began with collecting data from two integrated online needs assessments of academic guidance and counseling instruments. The content validity test involved six experts, and the field test involved 111 students from three junior high schools in Yogyakarta. Data were analyzed using Winsteps version 3.73 according to Fisher’s five criteria for a good instrument. The content validity test showed Aiken’s coefficient of 0.71, considered in the high category. Meanwhile, the results of the Rasch test showed the item response model. The analysis also indicated high reliability on both instruments above 0.90 and Cronbach’s alpha value of 0.98. Five items were decided to be maintained based on the misfit test explored. The accuracy and focus of the instruments in revealing the need for academic guidance and counseling topics for high school students indicated a number above 40% and a fairly good level of instrument contamination, which was below 10%.

This study aimed to investigate the validity, reliability, scale understanding, item difficulties, and bias items of the instrument for analyzing the needs of biology teachers regarding the assessment of creative thinking skills using the RASCH model. The instrument was modified based on the indicators of divergent and convergent thinking processes in the scientific learning stages integrated with the dimensions of creative thinking skills by using ADDIE research model. The research participants comprised of 104 participants from the Solo Raya area, those of whom were 64 Senior High School Biology teachers and 40 Junior High School Science teachers. The research instrument used inventory with a Likert scale of 1 to 4. The instrument validity, reliability, scale understanding, item difficulties, and bias items were analyzed by applying the RASCH model using Winstep 3.73. The research results showed that the overall validity was acceptable, and the item validity did not need improvement. Overall reliability was very good, and the item reliability was excellent. Rating scale analysis showed respondents had understood the Linkert scale of 1 to 4 well. Based on the item difficulties results of the teachers' responses, it was found that there had not been any teachers who evaluated the indicators of creative thinking skills by using writings or pictures in problem-solving assessment. The bias test results on the instrument items indicated that five items could potentially be biased due to age difference, and the two others were due to gender type. Therefore, the development of assessment instruments for creative thinking skills with scientific and social problem-solving based assignments, as well as writing and visual expressions, is required.

Validity and reliability testing is very important for an instrument, both of which can determine whether the instrument used is good or not. This study intends to break down the correlation of the the mathematical resilience questionnaire for for studies utilizing SPSS and the Rasch Model. The research method used is a quantitative survey method, with a total of 207 students in one of the senior high schools in Jakarta. This study uses a mathematical resilience questionnaire which was adopted from other studies in which there are 4 indicators in the questionnaire. Testing the validity of the mathematical resilience questionnaire using the Rasch Model with the WinSteps 3.73 application showed that there were three invalid items (I9, I16, I18), and six items (I7, I11, I12, I13, I17, I19) which only met 1 condition. , so 26 must be retained because the item is satisfied. While the validity test on SPSS 24.0 which is seen from the Pearson correlation value, the results show that 6 items are invalid, namely (I7, I8, I9, I11, I16, I18), so the rest of the other items must be maintained because they meet the criteria. Meanwhile, the reliability calculation is (α = 0.84). The use of two different applications, namely Winsteps and SPSS, stated that the mathematical resilience questionnaire was declared valid and reliable. This is obtained by eliminating 8 statement items in the questionnaire.

The depth of the relationship in counseling is key in determining the success of counseling. The method used in this study is the survey method. The sample in the study involved as many as 36 counselors. The instrument used is the Rational Depth Frequency Scale (RDFS). The data analysis technique uses Rasch modeling with the winstep program version 4.45. Researchhas revealed that in general counselors have a depth of relationship in the counseling process. Where the counselor in the moment of depth of the relationship feels intense security, genuineness, empathy, and positive acceptance in the counseling process. The counselor feels what the counselor is going through, the counselor openly conveys his problems because of the counselor's warm and pleasant acceptance attitude. The depth of the counselor relationship in the counseling process as one of the factors of success and effectiveness of counseling. The results of this study can be used as preliminary data to examine more deeply the depth of the relationship in the counseling process in terms of counseling

Hope is one of the dimensions of character strength needed in individual personal development. Various instruments continue to be developed to measure a particular hope. The hope scale instrument must be adapted to each culture and country. However, in Indonesia, there has been no research on the development and validation of the hope scale. This study aimed to develop and validate the Indonesian Hope Scale (IHS) using Rasch's model analysis. Participants in this study are 323 students (99 male and 224 female) aged 13-25 years. This study consisted of junior high school students, senior high school students, college students, and postgraduate students. The results showed that Cronbach's Alpha was in the excellent category with a value is 0.82. The item reliability value is 0.99, and the person reliability value is 0.82. The results of Rasch's analysis show that the psychometric characteristics of the 20 items from the Indonesia Hope Scale can meet the requirements and can be used to measure expectations by professionals.

The rate of burnout in school counselors is a critical issue in regulating individual work activities. This is a first and cross-sectional study that intends to examine the burnout of school counselors after the permitting of lifting due to the Covid-19 pandemic in Indonesia. It is reported that 188 school counselors in Jakarta, Bogor, Depok, Tangerang and Bekasi have filled out the Counselor Burnout Inventory to measure the burnout case they are dealing with. The data that has been raised was evaluated via the Rasch Model. The results of the study show that the rate of Burnout in school counselors has different statuses from each other, and highly depends on the demographic aspects investigated in this study. The study also verified that all school counselors were frustrated with their effectiveness as counselors. Nevertheless, counselors still promote their professionalism to advance the counseling services and promote the welfare of their clients. Discrepancies in the rate of school counselor burnout based on demographic aspects are also discussed in this article.

This study aimed to uncover the effect of the missing values using the Rasch model on an experimental test of mathematics for the second-secondary students. To achieve the goal of the study, a multiple-choice test was designed testing all basic skills found on the student’s book. The test consisted of 103 items. This study was conducted in September 2019. The results were analyzed using SPSS, Winstep, and MG3-BILOG. To determine the correlation coefficients, the results showed that the test had good psychometric properties and the test had high reliability, validity indications, acceptable difficulty, and discrimination coefficients. The findings also showed that the differentiation coefficients of items were equal. The results also showed that the premises of the Rasch model were fulfilled. Further, the results showed that there were statistically significant differences between the three models according to the percentage of data loss, standard error, difficulty, internal and external matching, and bias, and were in favor of the original model before missing the values.

The Career Decision Self-Efficacy Scale (CDSE)-Short Form is a 25-item intended to assess people's belief in their capacities to make a career decision. This study analyzed the psychometric properties of CDSE-SF using RASCH in the sample of 391 (64% male; 88% female) university graduates in Indonesia. The results indicated that the CDSE-SF are (1) unidimensional except for item number 13 and 17; (2) item measure test showed the greatest value is item number 13 and the lowest value is item number 1; (3) each response of category is functioning well, (4) the item reliability is 0,98 and the person reliability is 0,95, and (6) item number 1, 16, 18, and 22 are detected to have DIF across gender. Overall, the results indicated that based on the psychometric properties of the CDSE-SF Indonesian version, this 5-item scale was satisfactorily reliable and valid to measure self-efficacy of career decision-making.

In Indonesia, students' higher order thinking skill is considered low and students still struggle to solve HOTS problems. One of the reasons is that students are unfamiliar with HOTS questions. This research aims to produce two – tier multiple choice test to measure students' higher order thinking skill on motion and force. The method used in this research is 4D by Thiagarajan. The test developed was validated by experts and was tested on 250 8th grade students in Pontianak. Analysis of the test used the Rasch Model to determine item fit, reliability, and difficulty levels using Winstep. Based on the qualitative and quantitative analysis, the test developed is feasible to measure students' higher order thinking skill with the content validity value score 0,84 and construct validity explained by the test 64,71%. The item reliability is excellent with the score of 0,94 but students have low consistency in answering the test. The test developed consist of 2 very difficult items, 6 difficult items, 5 easy items, and 2 very easy items.

Field practice placements contribute substantially to students’ gradual attainment and final mastery of the skills of the teaching profession. The aim of this study was to adapt the Danish consensus translation of the PSS-10 to assess perceived stress during field practice placements of varying durations and to investigate its validity for use with student teachers in field practice during the COVID-19 pandemic. Data were collected upon completion of 6 weeks of a field placement at one of three levels (N = 359), and grades from the field practice exam were obtained. To resolve any issues with differential item functioning and lack of item independence, graphical loglinear Rasch models were used. Criterion validity was investigated in relation to the level of field practice and subsequent grades. The results showed that items 10 and 4 had to be eliminated; both subscales had locally dependent items, and one item in the perceived lack of control subscale functioned differentially relative to the level of field practice placement. Criteria expectations were confirmed, though not all were significant. The psychometric properties of the adapted PSS-10 were in line with previous findings on the original PSS-10 subscales. Score levels can be used as benchmarks in post-COVID-19 studies of student teachers’ field-practice-related perceived stress.

The purpose of this research is to analyse the problem associated with the geometry instructional materials for grade 1 students using the Rasch model. This is a descriptive research with a quantitative approach used to obtain information on the Wright map, item measure, and fit for instructors. Data were obtained by distributing a questionnaire containing 10 questions to 30 first-grade students in 192 Public Elementary Schools in Pekanbaru through Google form. The data collected were analysed using the Rasch model assisted by the Winstep or ministep version 3.73 application. The result showed that items 2 and 3 contained very difficult and easy questions, with a 0.30 indicating difficulty level. In conclusion, the test items used are valid and generally not difficult for students

This study aims to describe the process of validity of critical thinking skills on prospective mathematics teachers. This research used a quantitative approach with a survey method. Data were collected from 245 prospective mathematics teachers from 19 Mathematics education study programs at 19 higher education institutions in Indonesia. The data were collected using a questionnaire given via Google Form and analyzed by the Rasch Model analysis using Winstep software and Confirmatory Factor Analysis (CFA) using JASP. The results show that the instrument of critical thinking skills with indicators such as open-mindedness, inquisitiveness, systematicity, truth-seeking, analyticity, and self-confidence is valid and reliable, although it has to consider eliminating items and person misfit.

This pilot study aims to produce empirical evidence regarding the validity and reliability of instrument of the perception of vocational college diploma students towards the Outcome Based Education (OBE) approach. Validity and reliability were analysed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 26 items and was distributed to 60 diploma students of vocational college at the Northern Zone. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was 0.91, while that for items demonstrated an item value of 0.94 and item separation index of 3.90. Results from the analysis of polarity item found that 25 items had a positive PMC value between 0.52-0.83. Meanwhile, analysis on item fit found 23 items with an outfit mean-square value between 0.41 and 1.24. This situation suggested three items that require attention. In the analysis on local dependence that determines dependent items based on the standardised residual correlation value, it was shown that the correlation value for the items used did not overlap with that of other items. These findings provided the evidence that the instrument of perception of vocational college diploma students on OBE approach has a high level of validity and reliability to be used in actual studies.

Tujuan penelitian ini adalah untuk mendapatkan sebuah instrumen kemampuan berpikir reflektif matematis siswa Madrasah Aliyah yang valid dan reliabel. Penelitian ini merupakan sebuah penelitian pengembangan (Research & Development) dengan model pengembangan 4D Thiagarajan dengan tahapan define, design, development, dan dissemination. Data yang diperoleh pada penelitian ini merupakan data kualitatif berupa komentar atau saran perbaikan dari expert , dan data kuantitatif berupa skor yang diperoleh siswa pada saat uji coba instrumen tes ini. Uji coba penelitianya dilakukan kepada 60 siswa kelas 10 MAN 12 Jakarta untuk mengetahui validitas, reliabilitas dan tingkat kesukaran instrumen. Analisis hasil uji coba dilakukan dengan pendekatan model Rasch dibantu oleh software Winsteps. Penelitian ini menghasilkan 5 butir soal uraian valid, reliabel, dan tingkat kesukaran yang baik. Uji validitas menggunakan tabel item dimensionality dan tabel item fit order dimana Undimensionality berdasarkan nilai raw variance by measure dan kesesuaian butir soal sesuai salah satu kriteria, yakni 0,50 < MNSQ < 1,5; -2,0 < ZSTD < +2,0 dan 0,4 < Pt Mean Car < 0,85. Uji reliabilitasnya berdasarkan tabel summary statistic pada nilai person dan item reliability sebesar 0,73 dan 0,76 yang berkriteria cukup dan nilai alpha Cronbach sebesar 0,92 yang berkriteria bagus sekali. Lalu tingkat kesukaran instrumen terbagi tiga tingkatan, yaitu sulit, sedang dan mudah dengan menggunakan tabel item measure. Berdasarkan hal tersebut, maka instrumen tes ini layak digunakan untuk mengukur kemampuan berpikir reflektif matematis siswa Madrasah Aliyah. The purpose of this study was to obtain a valid and reliable instrument of mathematical reflective thinking ability of Madrasah Aliyah students. This research is a development research (Research & Development) with a 4D Thiagarajan development model with the stages of define, design, development, and dissemination. The data obtained in this study are qualitative data in the form of comments or suggestions for improvement from experts, and quantitative data in the form of scores obtained by students when testing this test instrument. The research trial was conducted on 60 10th grade students of MAN 12 Jakarta to determine the validity, reliability and level of difficulty of the instrument. The analysis of the test results was carried out using the Rasch model approach assisted by the Winsteps software. This study resulted in 5 items of valid, reliable, and good level of difficulty. The validity test uses the item dimensionality table and the item fit order table where Undimensionality is based on the raw variance by measure value and the suitability of the items according to one of the criteria, namely 0.50 < MNSQ < 1.5; -2.0 < ZSTD < +2.0 and 0.4 < Pt Mean Car < 0.85. The reliability test is based on the statistical summary table on the person and item reliability values of 0.73 and 0.76 which have sufficient criteria and Cronbach's alpha value of 0.92 which has excellent criteria. Then the instrument difficulty level is divided into three levels, namely difficult, medium and easy using the item measure table. Based on this, this test instrument is suitable to be used to measure the mathematical reflective thinking ability of Madrasah Aliyah students.

This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.

This research is part of the standardization of the Students' Coping Strategy Scale (SCSS). This study aims to reveal the content validity, empirical validity, and reliability of the SCSS. The non-test instrument consisting of 42 statements from three dimensions: problem-focused coping, emotion-focused coping, and seeking social support. Content validity analysis was carried out by experts to obtain Gregory's content validity coefficient, while the empirical validity and reliability analysis by empirically testing the instrument on 211 respondents and analyzed using the Rasch model approach. The results show that Gregory's content validity coefficient is 0.714, so it needs improvement on some items that are considered unsuitable. Empirical validity analysis using WINSTEPS software shows that three items do not fit the model. The reliability coefficient of the SCSS is 0.99. Thus, the remaining 39 items are appropriate to be used to measure students' coping strategies.

Large scale assessment is conducted at different class levels for various purposes such as identifying student success in education, observing the impacts of educational reforms on student achievement, assessment, selection, and placement. It is expected that these tests and their items are used in education do not display different traits with regard to the responses of individuals at the same ability level but from different groups. The purpose of this study was to identify whether the test includes Differential Item Functioning (DIF), and if it does, to identify whether the items are biased or not. The Rasch model was performed using the Winsteps package software to determine if the items contain DIF. DIF was identified in eight items during the analysis. Expert opinion was sought to determine if the difference between the regions in item is due to DIF or item effect. Based on the feedback from the experts, no bias was observed in the items with regard to regions.

Prospective teacher students must have good science process skills to create learning that focuses on science process skills-based learning. This study aims to describe the comparison of the basic science process skills of prospective elementary school teachers in electric subjects. This research is descriptive. The sample of this study was 184 students consisting of 104 students in the 4th semester and 80 students in the 6th semester. The data collection technique was using a test that consists of 25 questions about basic science process skills. Data analysis using the Wright Person Map in Rasch Model. Based on the results, the researcher obtained information that most prospective elementary teachers' science process skills were classified as moderate. In addition, the results were obtained that the science process skills of 6th-semester students were better than the 4th semester. This research also found that the science process skill of female students was better than male students.

Core competencies are the focus of the 12-year basic education curriculum reform. The purposes of the study were to introduce the development and validation of two physics competence tests through the cooperation of the seed teachers in the physics curriculum center, K-12 Education Administration, Ministry of Education, with a science education researcher, and to investigate strategies for developing competency items based on the analysis of multidimensional partial credit model, one of the Rasch models, and the interpretation of Wright maps. Forty-two physics competence items were selected and divided into test A and test B with a similar difficulty level. Stratified and convenience sampling was adopted. Two tests were administered to 1119 Grade 12 students from 19 public senior high schools in Taiwan. The results showed that most of the items in the two tests fit the multidimensional partial credit model, and the average of item difficulty for test A and test B were approximately 0. However, based on the Wright maps, some items were easier, and there was a lack of items with higher difficulty to assess students with higher ability. The study intends to inspire practical educators to build a national assessment framework for scientific literacy and to develop constructed-response items, items assessing the competence of evaluating and designing scientific inquiry, and items with high difficulty. The use of Wright maps may enhance teachers’ sensitivity to item difficulty and their understanding of students’ ability.

In this paper, an algorithm for adaptive testing of students' knowledge in distance learning is proposed, along with an assessment of its effectiveness in the educational process. The paper provides an overview of the results of modern test theory application, a description and block diagram of the proposed algorithm, and the results of its application in the real educational process. The effectiveness of using this algorithm for objectively assessing students' knowledge has been demonstrated experimentally.

During the COVID-19 pandemic, students tend to have limitations that can cause them to experience misconceptions of teachers' concepts in an online setting. This becomes an insufficient basis for students to construct knowledge. Students can properly use one concept in a particular context and experience misconceptions on the same concept but in different contexts. This study aims to determine students' misconceptions about the concept of boiling, the percentage of misconceptions on each indicator of the boiling concept, and the causes of misconceptions in eleventh-grade (K-11) natural science students in one of the state high schools in Bandung Barat Regency. This study involved 92 students as samples in the study. The instrument used to analyze the concept of boiling misconceptions is the instrument was named BFT-Test (Boiling concept Four-tier). The misconceptions analysis of buffer solutions using the BFT-Test instrument showed that misconceptions occurred by 60 %, scientific conceptions by 13 %, and lack of knowledge by 27 %. Most misconceptions occur in analyzing the effects of pressure at the boiling point, which is 65 %. Based on this research results, the teachers are expected in the online learning process during the COVID-19 pandemic to link the material taught with concepts that exist in students' daily lives so that students easily capture the material and students remember the concepts in each given material.

Abstract : Employee commitment and engagement is one of the keys to organizational success. Furthermore, in a higher education instituion, it is important to measure the commitment and engagement of lecturers in it in an effort to improve quality and performance. However, there is no specific measurement to measure the level of commitment and special attachment to lecturers. The purpose of this study is to find alternative instruments, measurements, and scales for surveys that can measure the level of lecturer commitment to the profession and their higher education appropriately. The study was conducted by survey method, of 136 lecturers in Jakarta and surrounding areas. Initial measurements used 13 item, which were then processed by RASCH modeling. The RASCH model analysis showed that there were 11 item measures that could be suggested for further research in measuring the commitment and attachment of lecturers, of which these 11 items were not biased towards age, educational background and lecturer status, but were biased towards the length of service. In addition to the items, the results of the study show that the measurement of the items can be done with a four-level Likert scale. The implication obtained from the results of this study is that these 11 measures can be used for research that measures the level of commitment and attachment of lecturers. The implication of this research is the measurement items for commitment and engagement of lecturers can be used in further research and analysis. Abstrak: Komitmen dan keterlibatan karyawan adalah salah satu kunci keberhasilan organisasi. Selanjutnya, dalam lembaga pendidikan tinggi, penting untuk mengukur komitmen dan keterlibatan dosen di dalamnya dalam upaya untuk meningkatkan kualitas dan kinerja. Namun, tidak ada pengukuran khusus untuk mengukur tingkat komitmen dan keterikatan khusus kepada dosen. Tujuan dari penelitian ini adalah untuk menemukan instrumen alternatif, pengukuran, dan skala untuk survei yang dapat mengukur tingkat komitmen dosen terhadap profesi dan pendidikan tinggi mereka secara tepat. Penelitian dilakukan dengan metode survei, dari 136 dosen di Jakarta dan sekitarnya. Pengukuran awal menggunakan 13 item, yang kemudian diproses oleh pemodelan RASCH. Analisis model RASCH menunjukkan bahwa ada 11 item ukuran yang dapat disarankan untuk penelitian lebih lanjut dalam mengukur komitmen dan keterikatan dosen, di mana 11 item ini tidak bias terhadap usia, latar belakang pendidikan dan status dosen, tetapi bias terhadap panjangnya. layanan. Selain item, hasil penelitian menunjukkan bahwa pengukuran item dapat dilakukan dengan skala Likert empat tingkat. Implikasi yang diperoleh dari hasil penelitian ini adalah bahwa 11 langkah ini dapat digunakan untuk penelitian yang mengukur tingkat komitmen dan keterikatan dosen. Implikasi dari penelitian ini adalah item pengukuran untuk komitmen dan keterlibatan dosen dapat digunakan dalam penelitian dan analisis lebih lanjut.

The objective of this research is to find out the characteristic of each test item with NOS-based instruments which is analysed based on validity and reliability level using Rasch model (RM). A test using NOS-based instruments was used to collect the data. This research is categorized as descriptive with quantitative using statistic from RM through QUEST program. There are 104 students participated as the subject of this research. The result, which is based on validity of each test item using RM analysis, shows that 25 test items are considered fit or accepted. Based on the estimate of item reliability, NOS-based instrument has reliability coefficiency at 0.96. Based on difficulty items 2 test items declared not good, namely test item number 19 and item test number 4. Based on the analysis according to Classic Test Theory of RM, the NOS instrument can be used to measure senior high school students' science literacy on Newton Law.

This study is aimed at estimating the difficulty level of essay tests and the accuracy of students’ ability in Real Analysis essay test using the Rasch model with the QUEST program and R 3.0.3 package eRm program. The population in this study was all students of the Department of Mathematics Education, Universitas Pancasakti Tegal in the academic year 2016/2017, who were enrolled in the Real Analysis course. The data were analyzed using the R 3.0.3 package eRm program and QUEST program. The students’ ability was obtained from the result of the course final exam of the first Real Analysis course. The analysis shows that: (1) by using Rasch model for partial credit scoring, the difficulty level shows that 100% of essay questions in Real Analysis final exam is categorized as difficult, (2) the estimation of students’ ability in Real Analysis course using Rasch Model with CML method is better than the estimation of students’ ability using Rasch Model with JML approach.

Academic dishonesty can occur with the supports of the technology devices and it also can be prevented with the help of the technology with its applications like Rasch Model. It can give detail information of the analyzed data and can trace the academic dishonesty like cheating. The aims of this research are to (1) analyze the grammar test items whether they are difficult items or easy ones using Rasch Model, (2) know the percentage of those who are assumed to do cheating based upon their origins and sex, and (3) expose their patterns in working on the grammar test in the form of multiple choice through the Rasch Model analysis. The researcher hypothesized that the academic dishonesty i.e. cheating was undergone by students who are from rural and urban areas of Riau Archipelago Province. The results of this research were: (1) through the students’ responses analyzed by Rasch Model, the grammar test was for medium ability, (2) The Rasch Model revealed that the percentage came to the number 5.71% or 4 of 70 students who were identified to cheat while working on the grammar test. They were two female students from rural area and the other two male students from urban area, and (3) The Rasch Model revealed that their responses did not represent their ability. The Rasch Model has helped the researcher to exposes the cheating deeds on exams. The practitioners just need methods, approaches, strategies, techniques, and media to prevent them in the future Keywords: Rasch Model, Wright Maps, Grammar Test.

Large scale assessment is conducted at different class levels for various purposes such as identifying student success in education, observing the impacts of educational reforms on student achievement, assessment, selection, and placement. It is expected that these tests and their items are used in education do not display different traits with regard to the responses of individuals at the same ability level but from different groups. The purpose of this study was to identify whether the test includes Differential Item Functioning (DIF), and if it does, to identify whether the items are biased or not. The Rasch model was performed using the Winsteps package software to determine if the items contain DIF. DIF was identified in eight items during the analysis. Expert opinion was sought to determine if the difference between the regions in item is due to DIF or item effect. Based on the feedback from the experts, no bias was observed in the items with regard to regions. [ABSTRACT FROM AUTHOR]

Analisis abilitas siswa digunakan untuk memetakan ability siswa sesuai dengan prestasi hasil pengelompokan, serta untuk mengetahui jika didapati siswa yang pola jawabannya tidak sesuai dengan artian ada ketidaksesuaian jawaban yang diberikan berdasarkan abilitas siswa. Penelitian ini merupakan penelitian deskriptif eksploratif terhadap kumpulan data item dan tanggapan siswa pada Tes Penilaian Akhir Semester Mata Pelajaran PAdB dengan Menggunakan Rasch Model di SD Ma’arif NU Pandaan Pasuruan. Temuan penelitian sebagaimana berikut: pertama, abilitas tinggi yaitu nomor 3 (tiga) atau kodenya 03P1 sedangkan abilitas paling rendah yaitu kode 57P2. Kedua, ada 3 (tiga) siswa yang pola responnya dinilai tidak fit yaitu siswa dengan kode 54P2, 37L1, dan 32L1, ke_3 (tiga) siswa tersebut di luar batas kriteria tingkat kesesuaian.

Abstract The importance of quality cognitive assessment instruments so that evaluations conducted really measure what the instrument should measure. This study aims to describe the number of items that are fit in the cognitive assessment instruments of junior high school science subjects that have been developed. This descriptive research was conducted in 7 SMP / MTs in Banjar District. Data in the form of a comparison of questions that are not fit. The results showed that items that were fit on the cognitive assessment instruments developed were 59.80% (2013 curriculum), 12.74% (KTSP), and 78.43% (2013 Impact Curriculum). Abstrak Pentingnya instrumen penilaian kognitif yang berkualitas agar evaluasi yang dilakukan benar-benar mengukur apa yang seharusnya diukur oleh instrumen tersebut. Penelitian ini bertujuan untuk mendeskripsikan jumlah butir soal yang fit pada pengembangan instrumen penilaian kognitif mata pelajaran IPA SMP. Penelitian deskriptif ini dilakukan pada 7 SMP/MTs Kabupaten Banjar. Data berupa perbandingan soal yang tidak fit menurut kurikulum yang diimplementasikan. Hasil penelitian menunjukkan bahwa butir soal yang fit pada instrumen penilaian kognitif yang dikembangkan adalah 59,80% (kurikulum 2013), 12,74% (KTSP), dan 78,43% (Kurikulum Imbas 2013).

The study aimed to reveal the difficulty level of items and the suitability of items of Chemistry test with the Rasch model. In addition to detecting this item quality, the Rasch model shows the student's answer pattern as well, so that the assessment can imply the quality of the instrument as an assessment of chemical learning. As many as 20 numbers of multiple-choice questions in chemical bonding material were analyzed by using WINSTEPS 3.73. The samples consisted of 200 senior high school students in Banjarmasin Indonesia. The results revealed that the average item measure was 0.00 with items (Measure Order = 4.64) which has the highest difficulty level. The Q10 was the item that has a level of conformity with the model, and outliers or misfit in Rasch were MNSQ=+0.97, ZSTD=-0.2, Pt Mean Corr=+0.58. In other words, assessment of learning with test techniques such as multiple choice based on Rasch model analysis was an effective way for teachers to review the progress of students in the learning process, guidelines for designing chemical learning strategies, and identifying students' understanding of chemical material.

One skill required to solve a problem in the 21st century is communication. Two international languages that are important in communication and thought at school are English and German language. However, beside international language, the local language, such as the Javanese language, is also essential and need to be maintained. The purpose of this study is to analyze the Javanese language test characteristics. This study was explorative research with secondary data collected by documentation of 220 students responses to the 50 multiple choice item of Javanese language test in the 11th grade of vocational high school. Data were analyzed using the Rasch model assisted by R program. Rasch model fits the data with 42 items after three times calibration. Based on difficulty level, ICC, and items reliability, there were 28 of 42 items (66.67%) that were good. This study finds out that generally, the Javanese language test is in the moderate category of difficulty. Hence, the need of evaluating the Javanese language test to make a better test that gives more accurate information about examinees' ability is crucial. The evaluation of the Javanese language test can be used to plan the next learning to get better Javanese language learning.

Education is an important human activity, and a fundamental right of every human. There has been a continuous transformation of educational counseling methods and processes to improve them. However, research about the application of educational principles to long-distance counseling has not been available until now. This research aims to study the implementation of educational principles in the online counseling process with the Rasch model. The sample size of this study is 174 people, spread across Indonesia with varying demographics. The results of the study show that the application of educational principles in online counseling services significantly suppresses the problematic conditions of respondents. The study also examines how online counseling services serves as a quick help or first aid to problematic conditions experienced by clients. The implementation of the educational principles discussed in this study relates to the development of self-potential, self-control, personality development, independence development and development of self-intelligence and other skills.

The study is aimed at describing: (1) characteristics of the items of the national examination try-out test of the accounting subject matter in the 2015/2016 academic year on classical test theory and modern test theory; and (2) classification of students’ masteries in the learning of accounting. The study is explorative research. Analyses are conducted using the classical and modern test theories for item characteristics and descriptive quantitative for students’ masteries in accounting using the test set for the national examination try-out in the 2015/2016 academic year. A total of 414 students do the Package A test. Results show that (1) based on the classical test analyses, a number of 11 items (27.5%) belong to the “easy” category, 22 items (55%) “medium” category, and 7 items (17.5%) “difficult” category allowing a total of 19 (47.5%) to be categorized as good items; meanwhile, on the modern-theory analyses, a total of 34 items (85%) belong to the “good” category. (2) Around 38% of the students have competencies of the medium and low categories. Most students have difficulty in answering questions of the higher-order thinking levels.

Abstract Background Valid assessment of the understanding of Newton’s mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly applied as a pre- and posttest to reflect change. In this paper, we describe the development and evaluation of the test of basic Mechanics Conceptual Understanding (bMCU), which was designed to meet these requirements. Results In the context of test development, qualitative and quantitative methods, including Rasch analyses, were applied to more than 300 Swiss secondary school students. The final test’s conformity to the Rasch model was confirmed with a sample of N = 141 students. We further ascertained the bMCU test’s applicability as a change measure. Additionally, the criterion validity of the bMCU test was investigated in a sample of secondary school students (N = 66) and a sample of mechanical engineering students (N = 21). In both samples, the bMCU test was a useful predictor of actual student performance. Conclusions The bMCU test proved to enable fair, efficient, and simultaneously rigorous measurement of secondary school students’ conceptual understanding of Newton’s mechanics. This new instrument might fruitfully be used in both physics classrooms and educational research.

本研究採Rasch測量模式，分析教師自編科學成就測驗，以檢驗測驗試題的品質，並提供有用的評量回饋訊息，作為教師調整教學與修正評量之參考。研究對象為高雄市8,936 位（男生4,617 位、女生4,319位）七年級學生。研究工具為教師自編生物科成就測驗。測驗資料採試題反應理論的Rasch模式進行分析。結果發現：整體而言，教師自編科學成就測驗能區分出學生的能力程度。然而，有些試題的內容對女生較不公平。本研究也發現，教師對於部分試 題難易度的認知與學生實際的作答反應存有若干差異。最後，本研究透過評量回饋圖表，包含學生能力與試題難度對照圖、學生作答診斷圖等，提出辨識學習基礎發展區和學習可能發展區的範圍之方式，作為教師規劃學生學習進程之參考。 This study examined the quality of a teacher-made achievement test using Rasch analyses and provided useful assessment feedback information for improving teaching and testing. The participants were 8,936 seventh-grade students (4,617 boys and 4,319 girls) from the Kaohsiung area in Taiwan. Data were collected through a teacher-made biology achievement test and analyzed using the Rasch model. The results indicated that the test clearly discriminated students’ abilities. Some questions, however, were found to have unfair content for girls. Additionally, some mismatches were identified between teachers’ expectations and students’ assessments of question difficulty. This paper also provides assessment feedback diagrams, including a person–item map and diagnostic map, and a method of identifying “the zone of fundamental learning development” and “the zone of proximal learning development” is proposed to enable teachers to plan students’ learning progression.

This research aimed to (1) perform inventory career planning of students, and (2) measuring students career planning based on gender. Data analysis used Rasch model for 45 students with actual power measurement 0.9272652. The research findings showed (1) inventory career planning has been fit with the theoretic model, and (2) female student have a tendency to a higher career planning rather than male student. In the future, to measurement of student’s career planning by using this inventory can only produce a high measurement information for students who have a mediocre ability. Further, the researcher need to consider to eliminate item No. 12 in this inventory due to the biased towards the male gender.

Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa tentang kesesuaian perencanaan arah karier berdasarkan pilihan keahlian.Penelitian ini bersifat deskriptif, dengan sampel penelitian siswa kelas X di SMKN 1 Enam Lingkung yang berjumlah 150 siswa. Instrumen penelitian yang digunakan berbentuk skala pengukuran model likert. Data yang diperoleh dianalisis dengan menggunakan teknik persentase. Temuan penelitian menunjukkan bahwa hasil penelitian persepsi siswa tentang: (1) kesesuaian keadaan diri berdasarkan pilihan keahlian umumnya berada pada persentase 38,67% dengan kategori cukup sesuai; (2) kesesuaian kondisi/keadaan lingkungan keluarga berdasarkan pilihan umumnya berada pada persentase 48,67% dengan kategori cukup sesuai; (3) kesesuaian informasi tentang lingkungan pendidikan dan dunia kerja berdasarkan pilihan keahlian umumnya berada pada persentase 48,67% dengan kategori cukup sesuai; (4) kesesuaian penentuan arah pilihan karier berdasarkan pilihan keahlian umumnya berada pada persentase 36,67% dengan kategori cukup sesuai.Dari hasil temuan tersebut secara keseluruhan dapat disimpulkan bahwa persepsi siswa tentang kesesuaian perencanaan arah karier berdasarkan pilihan keahlian berada pada kategori cukup sesuai dengan persentase 42%. Idealnya persepsi siswa tentang kesesuaian perencanaan arah karier berdasarkan pilihan keahlian seharusnya berada pada kategori sangat sesuai. Dengan temuan penelitian tersebut, guru BK dapat memberikan layanan bimbingan dan koseling seperti, layanan informasi, layanan konseling perorangan, layanan bimbingan kelompok, dan layanan konseling kelompok khususnya berkaitan dengan kesesuaian perencanaan arah karier berdasarkan pilihan keahlian.

Abstract Background Awareness of sport-related concussion (SRC) is an essential step in increasing the number of athletes or parents who report on SRC. This awareness is important, as there is no established data on medical care at youth-level sports and may be limited to individuals with only first aid training. In this circumstance, aside from the coach, it is the players and their parents who need to be aware of possible signs and symptoms. The aim of this study was to examine the psychometric properties of a parent and player concussion survey intended for use before and after an education campaign regarding SRC. Methods 1441 questionnaires were received from parents and 284 questionnaires from players. The responses to the sixteen-item section of the questionnaire’s ‘recognition of signs and symptoms’ were submitted to psychometric analysis using the dichotomous and polytomous Rasch model via the Rasch Unidimensional Measurement Model software RUMM2030. The Rasch model of Modern Test Theory can be considered a refinement of, or advance on, traditional analyses of an instrument’s psychometric properties. Results The main finding is that these sixteen items measure two factors: items that are symptoms of concussion and items that are not symptoms of concussion. Parents and athletes were able to identify most or all of the symptoms, but were not as good at distinguishing symptoms that are not symptoms of concussion. Analyzing these responses revealed differential item functioning for parents and athletes on non-symptom items. When the DIF was resolved a significant difference was found between parents and athletes. Conclusions The main finding is that the items measure two ‘dimensions’ in concussion symptom recognition. The first dimension consists of those items that are symptoms of concussion and the second dimension of those items that are not symptoms of concussion. Parents and players were able to identify most or all of the symptoms of concussion, so one would not expect to pick up any positive change on these items after an education campaign. Parents and players were not as good at distinguishing symptoms that are not symptoms of concussion. It is on these items that one may possibly expect improvement to manifest, so to evaluate the effectiveness of an education campaign it would pay to look for improvement in distinguishing symptoms that are not symptoms of concussion.

Domestic violence is a long-standing phenomenon in society. Domestic violence impacts the physical and psychological, especially related to the psychological wellbeing of the victims who experience, witness and observe the domestic violence. The victims included children from parents who experienced domestic violence, namely children and adolescents. Based on this, the researcher designed a research instrument to identify the conditions of the psychological well-being of adolescents living with parents who experienced domestic violence. This instrument was tested with 30 respondents from the vocational high school Y students in Padang City. The results of the trial were analyzed using rasch models. The test results describe that this instrument is feasible to use. It is seen from the construct of this instrument to meet the requirements of things that must be measured, the results of the validity of the items there are 8 items considered not to be used. The reliability value of this instrument item is 0.89 and the reliability of the person is 0.91. These results show that this instrument is feasible to be used to measure the psychological well condition of being a teenager living with a domestic violence parent.