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Isna Wardiah
Politeknik Negeri Banjarmasin
Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Rasch Validation of a Self-Regulation Instrument in Mathematics Learning for Junior High School Students Aminah Ekawati; Isna Wardiah
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18388

Abstract

Although self-regulation instruments have been widely developed, differences in respondent characteristics and the context of the research area require the development of instruments appropriate to the conditions. Nonetheless, few studies have particularly validated self-regulation tools for junior high school children in mathematics learning employing a Rasch measuring approach. This study focuses on developing and validating a self-regulation instrument for junior high school students in mathematics learning through the Rasch model, which involves analyzing reliability, validity, item difficulty levels, and the alignment between respondent abilities and item difficulty levels. The validity consists of item fit and unidimensionality. The instrument was developed through a synthesis of several theoretical frameworks and simplified into three main dimensions, namely cognitive and metacognitive regulation, motivational and emotional regulation, and behavioral and social regulation, which consisted of 12 four-choice Likert scale statements. The subjects of this research were 60 eighth-grade students at a public junior high school in Banjarmasin City. Data analysis was performed using Winsteps 4.7.0 and RStudio 4.5.2 software. The results of the analysis showed that the instrument had good reliability, namely Cronbach's Alpha = 0.869, WLE Reliability = 0.873, and EAP Reliability = 0.872, and satisfactory construct validity, supported by acceptable item fit and unidimensionality based on PCA of residuals. These findings support the unidimensionality of self-regulation within a Rasch framework in mathematics learning and present a context-specific validated instrument with three dimensions, operationalized into 12 theoretically grounded items for diagnosis.
Kelayakan Instrumen Kemampuan Pemecahan Masalah Matematika Berbasis Kontekstual untuk Siswa SMP Ditinjau dari Rasch Model Aminah Ekawati; Isna Wardiah; Dina Huriaty
Education Achievement: Journal of Science and Research Volume 7 Issue 001 February 2026 (Spesial Issue)
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v7i001.3242

Abstract

Kemampuan pemecahan masalah merupakan kompetensi penting dalam pembelajaran matematika dan menjadi salah satu fokus utama Kurikulum Merdeka. Namun, instrumen yang digunakan untuk menilai kemampuan tersebut masih didominasi oleh soal prosedural dan kurang mencerminkan konteks autentik kehidupan siswa, sehingga pengukuran menjadi kurang akurat. Penelitian ini bertujuan menilai kelayakan instrumen kemampuan pemecahan masalah matematika berbasis kontekstual untuk siswa SMP menggunakan Model Rasch. Instrumen terdiri dari empat soal uraian pada materi perbandingan, bilangan bulat, pecahan, dan aritmetika sosial yang dikembangkan berdasarkan level kognitif C3 dan C4. Proses validasi dilakukan melalui penilaian ahli terhadap aspek isi, teknis, dan bahasa, kemudian diuji empiris pada 60 siswa kelas VIII SMP menggunakan analisis Rasch melalui RStudio. Hasil validasi menunjukkan seluruh butir memenuhi kriteria I-CVI dan koefisien kappa, meskipun satu butir direvisi sesuai masukan ahli. Hasil analisis Rasch menunjukkan nilai Infit dan Outfit MNSQ berada dalam rentang 0,5–1,5, yang mengindikasikan validitas empiris yang baik. Reliabilitas Cronbach’s Alpha sebesar 0,709, WLE reliability 0,678, dan EAP reliability 0,772 menunjukkan konsistensi pengukuran yang memadai. Asumsi unidimensionalitas terpenuhi berdasarkan nilai eigenvalue PCAR (< 3), dan parameter kesulitan menunjukkan variasi logit yang proporsional dari mudah hingga relatif sulit. Instrumen juga memiliki kualitas targeting yang baik, ditunjukkan oleh kesesuaian distribusi kemampuan siswa dengan tingkat kesulitan butir. Dengan demikian, instrumen ini layak digunakan untuk mengukur kemampuan pemecahan masalah matematika berbasis kontekstual pada siswa SMP.
Co-Authors Abdul Rozaq Adjani, Kannisa Agus Setiyo Budi Nugroho Ahmad Yusuf Aminah Ekawati Aminah Ekawati Damayanti, Elok Dhiyaussalam Dhiyaussalam, Dhiyaussalam Dina Huriaty Dwiyan Putra, Farhan Edi Yohanes Edi Yohanes Fajar Lesmana, Adhistira Fuad Sholihin Fuad Sholihin Herlinawati I Gusti Bagus Wiksuana Ilmi, Muhammad Kamilul Kusitini, Siti M. Helmy Noor Muhammad Kamilul Ilmi Murtadha, Muhammad Rizki Nurmahaludin Nurmahaludin Perdana, Yuan Putri, Nitami Lestari Rahimi Fitri, Rahimi Reza Fauzan Reza Fauzan Rudy Haryanto Saberan Siti Kustini, Siti Subandi Subandi Yoenie Indrasary