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Journal : JIPF (Jurnal Ilmu Pendidikan Fisika)

Four-Tier Test Model to Measure Prospective Physics Teacher Students’ Multiple Representation Ability on Electricity Topic Rahmawati Rahmawati; Widiasih Widiasih; Nasrah Nasrah; A. Muafiah Nur; Dewi Hikmah Marisda
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 7, No 3 (2022): September 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v7i3.3066


The advantage of four-tier model test is that it has four levels of questions that require complex reasoning abilities from students to express the reasons for their answers to the problems given. This study aimed to develop a multiple representation test with a four-tier model to measure students’ multiple representation in electricity topics. The stages of developing this test instrument used a stage model of The Design Based Research which consists of five stages, namely developing an assessment framework, designing items, developing rubrics, conducting trials, and applying the Racsh Model analysis with the Item Response approach. Theory (IRT) program assisted Winsteps version 3.68.2. The research method used was descriptive-exploratory method to describe the results of the development and validation of four-tier model test. This test consisted to 20 items were developed based on four types of representation, namely verbal representations, diagrammatic representations (pictures), mathematical representations, and graphic representations with each indicator. The research subjects involved were 30 prospective physics students at the pilot test stage and 79 prospective physics students at the field test stage from different universities in Makassar city. The results of the development of the four-tier test model test overall items are valid with a high level of reliability (Cronbach's Alpha value = 0.80). Based on the results of expert judgment validation and testing, it can be concluded that the multiple representation test with four-tier model on electricity topic is feasible to use.
Using Rasch Model to Analyze Reliability and Validity of Concept Mastery Test on Electricity and Magnetism Topic Yusri Handayani; Rahmawati Rahmawati; Widiasih Widiasih
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 2 (2023): May 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i2.3877


This study aims to analyze the reliability and validity of the electricity and magnetismconcept mastery test (EM-CMT) using Rasch model aided by Winsteps version 3.68.2. The multiple choice concept mastery test consists of 40 items about material electric current, resistance, resistivity, Ohm's law, electric voltage, energy and electrical conductivity, resistors in series, parallel, and mixed circuits, Kirchhoff's law, RC charging and discharging capacitor circuits, magnetic fields, magnetic forces, and sources magnetic field. The sample of this study were prospective physics teacher students who had passed basic physics courses. The results showed that the EM-CMThad a value of the Alpha Cronbach reliability with a good and acceptable category (0.70). The value of person reliabilityis in the quite good category (0.69). Meanwhile, the personnel separation coefficient of 1.50 which indicates the response of respondents is quite good and consistent. Analysis of the observational aspects of item fit shows that there are no items that need to be changed or removed. For the aspect of person fit, the results of the analysis showed that there were seventeen out of sixty-three respondents who experienced unusual response patterns. A review of the observations of the map variable shows the distribution of respondents' abilities and the items are proportional. Analysis of unidimensionalaspects shows the value of "raw variance explained by measure" is in the acceptable category. Based on the results of the analysis on a number of aspects, it can be concluded that theEM-CMT test is reliable and valid so that it can be used to measure the students’ concepts.