Test Item Analysis of Students^ Written Scientific Argumentation Skills in Learning Energy Resources Topic using the Rasch Model Lina Christina (a), Nuryani Y. Rustaman (b), E Eliyawati (a*)
a) International Program on Science Education Study Program, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
b) Departement of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
The purpose of this study is to analyze students^ written scientific argumentation skills instrument using the Rasch Model in terms of validity, reliability, item difficulty, and biased items. The method used was descriptive quantitative with 50 junior high school students consisting of 18 female students and 32 male students from international private junior high school in Bandung. The instrument used in this research consisted of three essay questions. The results show that- 1) Two questions are valid and considered as appropriate to be used, however, one question needs to be revised, 2) Reliability of person .73 means sufficient, reliability of item .81 means good, and reliability between the person and item .62 is sufficient, and 3) Question number 1 is considered as the hardest item for the difficulty level and Question number 2 becomes the easiest question. From these questions, there are no questions that have probabilities of less than 5%. Thus, there are no items that have biases toward gender. In conclusion, the item analysis of instrument for written scientific argumentation of students using the Rasch Model is valid, reliable, the complexity of the item is good, and there are no biases.
Keywords: Scientific argumentation skills- Energy resources topic- Rasch Model-
