<![CDATA[This study aims to analyze students’ response patterns in geometric using the Rasch Model based on a synthesis of learning theories. The study employed a descriptive quantitative approach involving 32 eighth-grade junior high school students. The research instrument consisted of 38 true/false geometry items developed from indicators of geometric thinking processes synthesized from the theories of Piaget, Vygotsky, and Thorndike. Students’ responses were coded dichotomously, with 1 for correct answers and 0 for incorrect answers, and then analyzed using the Rasch Model. The results showed that students’ geometric thinking abilities varied, with S29P having the highest ability and S11P the lowest. The most difficult item was SL32, while the easiest item was SL1. Overall, the instrument was sufficiently able to map students’ abilities, item difficulty, and response consistency, although several items still require revision. This study offers a new approach to integrating Rasch results through a synthesis of Piaget’s, Vygotsky’s, and Thorndike’s theories, so that the measurement outcomes do not merely produce estimates of students’ abilities, but also provide pedagogical interpretations of geometric thinking patterns. Keywords: Geometric Thinking Patterns, Rasch Analysis, Synthesis of Learning Theories, Geometry]]>
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