A Rasch Model Measurement Analysis on Students^ Concept Mastery in Food Additives Topic W A Putri (a), Y Sanjaya (b), E Eliyawati (a*)
a. International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
*eliyawati[at]upi.edu
b. Departement of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
Abstract
The students^ concept mastery is low in food additives topic in junior high school level. This study aims to analyze students^ concept mastery by using Rasch Model. The participants involved 70 students of grade VIII and IX grades, consist of 30 boys and 40 girls. Result was shown from students have already studied food additives topic. The item is comprised of 30 multiple-choice questions. Data analyzed on person-reliability, item-reliability, and wright map. The findings showed that Cronbach-α was 0.69 (sufficient), item-reliability was 0.92 (excellent), and the person-reliability was 0.65 (weak). It shows that interaction between students and items were sufficient, so the items can be used for students. Thus, most students could answer food additives questions. For better result, the researcher should make difficult item.
