Khusaini Khusaini, Nur Azizah, Purbo Suwasono, Chusnana Insjaf Yogihati, Aries Dewi Andriani

Rasch Model Application: Identification of Students’ Conceptual Understanding of Static Fluid

Introduction

Rasch model application: identification of students’ conceptual understanding of static fluid. This study uses the Rasch Model to assess students' static fluid conceptual understanding. It pinpoints strengths and weaknesses, informing effective physics teaching strategies.

Abstract

This research aimed to determine the level of student conceptual understanding of Static Fluid material using the Rasch Model. The study used a cross-sectional survey with a quantitative descriptive approach. The sample was invited using simple random sampling of as many as 50 students of class XI Science in Malang Regency. The research used 15 multiple-choice questions on the conceptual understanding of static fluids. Research data analysis used the Rasch Model, assisted by Ministep software version 4.8.2.0. Based on the results of data analysis, it was concluded that the average distribution of the ability to understand static fluid concepts was above the standard average difficulty of the questions. This is indicated by 34 out of 50 students falling into the high and medium ability categories, meaning that students' conceptual understanding of static fluid material is quite good. The results of this research also found that students' conceptual understanding in the sub-chapter of Archimedes' principle was relatively low, as evidenced by 13 students answering correctly the question of conceptual understanding in this sub-chapter. Meanwhile, students' conceptual understanding of the hydrostatic pressure sub-chapter is relatively high, as indicated by 47 students answering correctly the question of conceptual understanding in this sub-chapter. This research is beneficial in providing a clear picture of students' conceptual understanding of static fluid material, highlighting areas where students still face difficulties. Teachers can use this information to design appropriate teaching strategies. Additionally, applying the Rasch model in evaluating conceptual understanding can enrich the literature in physics education.

Review

The paper, "Rasch Model Application: Identification of Students’ Conceptual Understanding of Static Fluid," presents a quantitative descriptive study aimed at assessing the conceptual understanding of static fluid among 50 Class XI Science students in Malang Regency. Employing a cross-sectional survey design and analyzing data from 15 multiple-choice questions using the Rasch Model and Ministep software, the research sought to provide a clear picture of student proficiency in this physics topic. The application of the Rasch model, a robust psychometric tool, is a notable aspect of the methodology, promising a more rigorous analysis of both student ability and item difficulty compared to traditional methods. The study's primary strength lies in its utilization of the Rasch Model, which provides a more nuanced and objective measure of conceptual understanding and item difficulty. The identification of specific areas of difficulty, such as Archimedes' principle (with only 13 students answering correctly), and areas of relative strength, like hydrostatic pressure (with 47 students answering correctly), offers actionable insights for educators. However, certain aspects warrant closer examination. While the sample size of 50 students is modest, its representativeness might be a concern for broader generalizability beyond Malang Regency. Additionally, the abstract concludes that understanding is "quite good" based on 34 out of 50 students falling into high/medium ability categories; a more detailed explanation of these categories and the criteria for "quite good" would strengthen this claim and enhance the interpretation of the results. The findings offer valuable, practical implications for physics education, particularly for teachers, by pinpointing specific sub-chapters requiring focused instructional strategies. The clear identification of challenging concepts like Archimedes' principle can guide curriculum adjustments and the development of targeted interventions. Beyond its immediate utility for educators, the research contributes to the methodological literature by demonstrating the practical application of the Rasch model in assessing conceptual understanding in physics. Future research could expand upon this work by increasing the sample size, including students from diverse educational settings, and exploring the pedagogical effectiveness of interventions designed based on these findings to improve student understanding in identified weak areas.

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