UTILIZING RASCH MODEL AS NOVEL ANALYSIS OF STUDENTS’ CRITICAL THINKING IN PHYSICS

Hilman Qudratuddarsi, Jumriani Jumriani, Meili Yanti, Nurhikma Ramadhana, Hefi Rusnita Dewi

Abstract


There are numerous reported studies to find the best way of teaching physics, but their quantitative analysis merely depends on some inferential statistics comprising ANCOVA, t-test etc. Those analysis do not generate detailed information of student’s abilities, therefore this study analyze the effects of double-loop problem solving teaching methods towards student’s critical thinking using Rasch analysis. In this study, the samples were divided into experimental group and control group with 28 students and 25 students respectively. After the intervention, their critical thinking was measured using instrument that has been validated and pilot tested using Rasch analysis by considering their reliability, item fit statistics, and unidimensionality. After data analysis, based on person measure, it was found that there is statistically significant post-test logit score between experiment and control class with pre-test as covariate, p value <0.05. This result is also supported by Wright-map which revealed the relationship between item and respondent at single picture. In the map, it is clearly can be seen that experiment group have higher logit compared to control group. Based on differential item functioning (DIF) analysis in Rasch model, analysis on each item revealed that no significant difference in some items, moreover some items are more preferable to control groups. This deeper analysis can give new insight on the way of interpreting research data to select preferable teaching methods.

Keywords


Rasch Model; Critical Thinking; Data Analysis; Statistical analysis

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References


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DOI: http://dx.doi.org/10.17977/um033v9i1p%25p

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Jurnal Pembelajaran Sains

Study Program of Sciences Education
Faculty of Mathematics and Natural Sciences
Universitas Negeri Malang
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