Instrumen Kemampuan Pemecahan Masalah pada Materi GLB dan GLBB: Analisis Rasch Model
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3378Keywords:
Problem-Solving Ability, GLB, GLBB, Rasch Model, Test InstrumentAbstract
This study aims to analyze the characteristics of a problem-solving ability instrument on the topics of Uniform Linear Motion (GLB) and Uniformly Accelerated Linear Motion (GLBB) using the Rasch Model. The study employed a quantitative approach with a descriptive method. The participants were 100 eleventh-grade students from a public senior high school in Bandung, selected using purposive sampling. The analyzed instrument consisted of six items, each containing five sub-items based on Heller’s five problem-solving indicators. Data analysis was conducted using Winsteps software by examining content validity, construct validity, item fit, reliability, item difficulty, and discrimination. The results showed that the Aiken’s V values ranged from 0.86 to 0.92, indicating a high category. The unidimensionality analysis yielded a Raw Variance Explained by Measures of 41.4% and an Unexplained Variance in the 1st Contrast of 7.9%. A total of 28 out of 30 sub-items met the item-fit criteria, while two sub-items did not. The person reliability, item reliability, and Cronbach’s Alpha values were 0.91, 0.95, and 0.92, respectively. The item difficulty analysis identified 10 easy, 16 moderate, and 4 difficult sub-items, while all sub-items demonstrated very good discrimination. These findings indicate that the instrument has good measurement characteristics for assessing students’ problem-solving abilities in GLB and GLBB.
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