STEM Learning on Environmental Pollution Topic: Identifying Science Self-Efficacy Instrument using Rasch Model Analysis S Rahmawati (a), A Widodo (b), and E Eliyawati (a)*
(a) International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
(b) Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
The instrument was made as an effective way to measure students^ science self-efficacy in a particular topic such as environmental pollution during the implementation of STEM Learning. A sample of 65 students grade 8th near West Java was involved in this study. The instrument consists of 28 statements, which are divided into six aspects of science self-efficacy which are conceptual understanding, high order cognitive skill, everyday application, science communication, physiological state, and practical work. The process of developing instrument consist of several steps: (1) conduct literature review, (2) construct students^ science self-efficacy, (3)validity and readability test, (4) conduct test. Rasch Analysis Model is used to analyze the data using version 4.4.5 of the Winstep Application. The result shows Cronbach^s alpha value is 0.91, which means the interaction between items and the person as a whole is in a very good category, and it could be used as an instrument for another implication.
Keywords: Science self-efficacy, STEM, Rasch Analysis Model
