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Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404

The Practicality of Interactive Multimedia Based on Scientific Approach in Pascal's Law Material for High School Students Fitriyana, Fitriyana; Pradananta, Hidayat; Salmah, Ummi; Supriana, Edi
Physics Education Research Journal Vol. 6 No. 2 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.2.22594

This study aimed to determine the practicality of interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students. This study used a questionnaire instrument consisting of five items, namely (1) media attractiveness and accessibility, (2) media structure and understanding, (3) training and concept mastery, (4) additional aspects, and (5) the impact of using multimedia. The subjects of this study involved physics teachers and 11th-grade MIPA students at Ar Rohmah IIBS Malang High School. The sampling technique in this study was convenience sampling. The data obtained were analyzed using quantitative methods with descriptive analysis techniques. Based on the study results, the percentage of multimedia practicality assessed by teachers reached 85%, while those assessed by students reached 96%. Based on these percentage values, this interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students is classified as practical and can be further tested for effectiveness.

Analysis of Concept Understanding Test Items on Static Fluid Material Using Rasch Model Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Basri, Nur Akhyar; Salmah, Ummi; Parno, Parno
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15687

Conceptual understanding is a vital component in physics education, particularly for static fluid concepts, which are often sources of misconceptions among students. Common misunderstandings include incorrect interpretations of hydrostatic pressure and Pascal's law. This study aims to develop and analyze a conceptual understanding test instrument for static fluid materials using the Rasch Model. A descriptive quantitative research design was employed, involving 75 eleventh-grade students from three high schools in Lumajang and Malang, selected through cluster random sampling. The instrument comprised 16 multiple-choice questions based on eight conceptual indicators and underwent expert validation by two physics teachers. Data were analyzed using the Winstep application to assess validity, reliability, difficulty level, and item discrimination. The results revealed that 12 out of 16 test items met the validity criteria, with an expert validation score of 98.3% categorized as "very valid." Item reliability was rated at 0.96 (very good), while person reliability was 0.47 (very poor), indicating significant variations in student responses. The difficulty levels were balanced: 2 very easy items, two easy items, five moderate items, one difficult item, and two very difficult items. Discrimination analysis grouped respondents into two categories and items into seven distinct groups, showcasing the instrument's effectiveness in identifying variations in student understanding. In conclusion, the developed instrument is valid and reliable for assessing students' conceptual understanding of static fluid topics. The study highlights the need for further validation with larger and more diverse samples to enhance the instrument's applicability across broader educational contexts.

Implementation of PjBL-STEM Learning to Improve Students' Higher Order Thinking Skills in Direct Current Electricity Salmah, Ummi; Suwasono*, Purbo; Kurniawan, Robi; Swapno, S M Masfequier Rahman
Jurnal Pendidikan Sains Indonesia Vol 13, No 2 (2025): APRIL 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i2.44826

Improving the quality of education is crucial in ensuring that students are equipped to adapt to rapid advancements in science and technology. This study aims to examine the effect of implementing a STEM-integrated project-based learning (PjBL) model on students higher-order thinking skills (HOTS). The research used a quantitative approach with a quasi-experimental method, employing a pretest-posttest non-equivalent control group design. The participants were 71 students from a school in Riau province, divided into an experimental class (35 students) and a control class (36 students). The results indicate that students in the experimental class achieved a good category of HOTS with an average posttest score of 61.90. A significant improvement was observed in the posttest scores across three HOTS indicators: analyzing, evaluating, and creating. The obtained N-gain score of 0.48 indicates a moderate level of improvement. Specifically, the average score for the analyzing (C4) domain increased to 68.73 (good), the evaluating (C5) domain reached 55.24 (fair), and the creating (C6) domain rose to 48.10 (fair). The results of the Mann-Whitney U test indicated a significant difference between the experimental and control groups (Asymp Sig 2-tailed = 0.000). Further analysis showed a moderate N-Gain score of 0.488 and a strong effect size (d = 0.76), confirming that the implementation of the PjBL-STEM model effectively enhanced students' HOTS in the topic of direct current electricity

Analysis of Concept Understanding Test Items on Static Fluid Material Using Rasch Model Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Basri, Nur Akhyar; Salmah, Ummi; Parno, Parno
Jurnal Pendidikan Fisika Vol. 13 No. 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15687

Conceptual understanding is a vital component in physics education, particularly for static fluid concepts, which are often sources of misconceptions among students. Common misunderstandings include incorrect interpretations of hydrostatic pressure and Pascal's law. This study aims to develop and analyze a conceptual understanding test instrument for static fluid materials using the Rasch Model. A descriptive quantitative research design was employed, involving 75 eleventh-grade students from three high schools in Lumajang and Malang, selected through cluster random sampling. The instrument comprised 16 multiple-choice questions based on eight conceptual indicators and underwent expert validation by two physics teachers. Data were analyzed using the Winstep application to assess validity, reliability, difficulty level, and item discrimination. The results revealed that 12 out of 16 test items met the validity criteria, with an expert validation score of 98.3% categorized as "very valid." Item reliability was rated at 0.96 (very good), while person reliability was 0.47 (very poor), indicating significant variations in student responses. The difficulty levels were balanced: 2 very easy items, two easy items, five moderate items, one difficult item, and two very difficult items. Discrimination analysis grouped respondents into two categories and items into seven distinct groups, showcasing the instrument's effectiveness in identifying variations in student understanding. In conclusion, the developed instrument is valid and reliable for assessing students' conceptual understanding of static fluid topics. The study highlights the need for further validation with larger and more diverse samples to enhance the instrument's applicability across broader educational contexts.

The Practicality of Interactive Multimedia Based on Scientific Approach in Pascal's Law Material for High School Students Fitriyana, Fitriyana; Pradananta, Hidayat; Salmah, Ummi; Supriana, Edi
Physics Education Research Journal Vol. 6 No. 2 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.2.22594

This study aimed to determine the practicality of interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students. This study used a questionnaire instrument consisting of five items, namely (1) media attractiveness and accessibility, (2) media structure and understanding, (3) training and concept mastery, (4) additional aspects, and (5) the impact of using multimedia. The subjects of this study involved physics teachers and 11th-grade MIPA students at Ar Rohmah IIBS Malang High School. The sampling technique in this study was convenience sampling. The data obtained were analyzed using quantitative methods with descriptive analysis techniques. Based on the study results, the percentage of multimedia practicality assessed by teachers reached 85%, while those assessed by students reached 96%. Based on these percentage values, this interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students is classified as practical and can be further tested for effectiveness.

Rasch Analysis of the Force and Motion Conceptual Evaluation Test: Validity and Reliability in Measuring Force and Motion Understanding of Students Basri, Nur Akhyar; Salmah, Ummi; Irawan, Ivan Danar Aditya; Indraloka, Ristanti Mulia; Parno, Parno
Jurnal Pembelajaran Fisika Vol 12, No 1 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Understanding Force and Motion is fundamental in physics education as it forms the basis for more complex concepts and has practical applications in various fields, from engineering to everyday problem-solving. This paper aims at assessing the quality of test questions using the Rasch model to gauge students' understanding of Force and Motion within physics education. The significance of accurately assessing these concepts cannot be overstated, as it ensures that students have a solid foundation for future learning. Adopting a descriptive qualitative approach, the research employed the FMCE (Force and Motion Conceptual Evaluation) test instrument alongside Rasch modelling. The study involved 35 high school students who had covered the Force and Motion curriculum. Analysis with Winstep software (Version 3.65.0) revealed that items 1 and 7 were invalid. The instrument demonstrated commendable reliability, with an item reliability of 0.73. Difficulty level analysis identified five questions as outliers, categorised as either very difficult or very easy. The discrimination analysis confirmed that the instrument effectively differentiated between students who answered correctly and those who did not. Overall, the FMCE exhibited solid validity and high reliability, although some items necessitate revision. The study's limitations, particularly the small sample size, may affect the generalisability of the findings. Despite these limitations, the study provides valuable insights into the assessment of Force and Motion concepts in high school students, though caution is advised when interpreting the results. Future research should consider a larger sample size and diverse educational contexts to enhance the robustness and applicability of the findings.Keywords: Concept understanding, force and motion, high school students, instrument test, Rasch modelDOI: http://dx.doi.org/10.23960/jpf.v12.n1.202404

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