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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Alwielland Q. Bello
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Education

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Mapping Pre-Service Physics Teachers’ Research-Review Competence Using Rasch Person-Criterion Targeting Novinta Nurulsari; Agus Suyatna; Abdurrahman Abdurrahman; Alwielland Q. Bello; Fadiyah Farah Khoirunnisa; Novinta Nurulsari; Agus Suyatna; Abdurrahman; Alwielland Q. Bello; Fadiyah Farah Khoirunnisa
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i11.2026.2

Abstract

Pre-service physics teachers are increasingly expected to engage with educational research as a basis for professional judgement. This study examined their research-review competence using a rubric-scored article critique and Rasch measurement. Two intact third-year cohorts at a state university in Lampung, Indonesia completed the same critique prompts after identical instructional preparation but reviewed different article types. Class A critiqued a qualitative article and Class B critiqued a quantitative article. Written critiques were scored on a nine-criterion rubric with a shared four-point rating scale and analysed using the Rasch Rating Scale Model in Winsteps. The rubric showed adequate measurement quality for diagnostic interpretation and produced a coherent criterion difficulty hierarchy across cohorts. Person-criterion targeting using Wright maps indicated that critique of introductory framing was the most consistently demanding component in both article types. Secondary high-demand components differed by task. The qualitative critique concentrated difficulty on evidence-claim evaluation, methodological critique, and coherence of argumentation, whereas the quantitative critique concentrated difficulty on academic writing and citation practice, evidence-claim evaluation, and critique of implications, limitations, and potential bias. These findings show how Rasch targeting can move beyond total scores to identify priority components for strengthening research-critique competence in teacher education.
Co-Authors Abdurahman Abdurrahman Abdurrahman Agus Suyatna Alwielland Q. Bello Fadiyah Farah Khoirunnisa Fadiyah Farah Khoirunnisa Novinta Nurulsari