.png)
.png)
Estimation of Students' Chemistry Ability Based on Dichotomous and Polytomous Data
Abstract
This research aims to evaluate the quality of an instrument used to measure the chemistry proficiency of senior high school students in Yogyakarta city in response to high order thinking test questions. The evaluation employs the item response theory (IRT) approach, which considers both dichotomous and polytomous data types. The assessment involved analyzing three fundamental assumptions: unidimensionality, local independence, and invariance. The unidimensionality assumption was examined through factor analysis, revealing that the first factor contributed the most to both dichotomous and polytomous data. Local independence was tested using variance-covariance matrix analysis, which revealed that the covariance values between ability intervals were minimal or nearly zero, thereby fulfilling this assumption. Furthermore, invariance testing was conducted on both item parameters and student ability parameters. The results indicated a high correlation (0.893) for item parameters and a moderate correlation (0.761) for ability parameters, confirming that the invariance assumption was satisfied. The students’ ability levels were categorized into five levels, ranging from very low to very high. The analysis revealed that dichotomous data covered a broader range of abilities than polytomous data did. Overall, the study confirms that the instrument used is valid, reliable, and aligns with the core assumptions of IRT. These findings have significant implications for enhancing the quality of chemistry assessment tools using the IRT approach, ensuring that test questions are more accurate and dependable. These insights can help teachers design instructional methods that promote higher-order thinking skills (HOTSs), encourage the broader application of IRT in assessment, and support data-driven educational policies. Moreover, students gain improved training in analytical thinking and problem solving, leading to a deeper understanding of chemistry.
Keywords
Full Text:
PDFReferences
Beavers, A., Lounsbury, J., Richards, J., Huck, S., Skolits, G., & Esquivel, S. (2019). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research, and Evaluation, 18(3), 1–13.
Best, J. W., & J.V., K. (1998). Educational research (8th ed.). Allyn & Bacon.
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. (2nd Ed.). Lawrence Erlbaum Associates Publishers.
De Ayala, R. J. (1993). Methods, Plainly Speaking: An Int roduct ion to Polytomous Item Response Theory Models. Measurement and Evaluation in Counseling and Development, 25, 172–189.
DeMars, C. (2010). Item Response Theory. Oxford University Press, Inc.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage Publication Ltd.
Gierl, M. J. (2007). Making Diagnostic Inferences about Cognitive Attributes Using the Rule-space Model and Attribute Hierarchy Method. Journal of Educational Measurement, 45(1), 325–340.
Gierl, M. J., Zheng, Y., & Cui., Y. (2008). Using the Attribute Hierarchy Method to Identify and Interpret Cognitive Skills that Produce Group Differences. Journal of Educational Measurement, 45(1), 65–89.
Hambleton, R. K. Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory. Sage Publications.
Hambleton, R K. Swaminathan, H., & Rogers, H. J. (1985). Item Response Theory: Principles and Applications. Kluwer-Nijjhoff Publish.
Heale, R., & Twycross, A. (2018). What is a case study? Evidence-Based Nursing, 21(1), 7–8. doi: 0.1136/eb-2017-102845
Johnson, R. A., & Wichern, D. W. (2002). Applied multivariate statistical analysis. Prentice-Hall, Inc.
Keeves, J. ., & Alagumalai, S. (1999). New Appoaches to Measurement. Pergamon.
Kurniawan, A., & Astuti, A. P. (2017). Deskripsi Kompetensi Pedagogik guru dan Calon Guru Kimia SMA Muhammadiyah 1 Semarang. Seminar Nasional Pendidikan, Sains Dan Teknologi, 1–7.
Lalot, F., Räikkönen, J., & Ahvenharju, S. (2025). An item response theory approach to measurement in environmental psychology: A practical example with environmental risk perception. Journal of Environmental Psychology, 101(January). doi: 10.1016/j.jenvp.2025.102520
Langitasari, I., & Robandi, B. (2023). Analysis of The Student’s Ability to Interconnect Macro-Submicro-Symbolic Representation on Electrolyte Solution Concept. EduChemia (Jurnal Kimia Dan Pendidikan), 8(1), 84. doi: 10.30870/educhemia.v8i1.19974
Linacre, J. M. (2011). A User’s guide to WINSTEPS Ministeps; Rasch-model Computer Program. Program Manual 3.73.
Retnawati, H. (2011). Mengestimasi Kemampuan Peserta Tes Uraian Matematika Dengan Penskoran Politomus dengan Generalized Partial Credit Model. Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA 2011, 53–62.
Retnawati, H. (2014). Teori Respon Butir dan Penerapannya. Parama Publishing.
Roberts, M. R., & Gierl, M. J. (2010). Developing Score Reports for Cognitive Diagnostic Assessment. Educational Measurement, 29(3), 25–38.
Rusmansyah, R., Effendi, A. M., Mahdian, M., & Aufa, M. N. (2023). Scientific Critical Thinking Model to Improve Scientific Literacy and Self-Regulation Skills in Buffer Solution Learning. EduChemia (Jurnal Kimia Dan Pendidikan), 8(2), 130. doi: 10.30870/educhemia.v8i2.15988
Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch Untuk Penelitian Ilmu-Ilmu Sosial. trim Komunikata Publishing House.
Umami, R., Rusdi, M., & Kamid, K. (2021). Pengembangan instrumen tes untuk mengukur higher order thinking skills (HOTS) berorientasi programme for international student asessment (PISA) pada peserta didik. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika), 7(1), 57–68. doi: 10.37058/jp3m.v7i1.2069
DOI: http://dx.doi.org/10.30870/educhemia.v10i1.31224
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Kriswantoro Kriswantoro
This work is licensed under a Creative Commons Attribution 4.0 International License.
2.png)
_-_Copy11.jpg)
.png)
11.png)
EduChemia: Jurnal Kimia dan Pendidikan is licensed under a Creative Commons Attribution 4.0 International License
________________________________________________________
EduChemia: Jurnal Kimia dan Pendidikan ISSN 2502-4779 (print) | ISSN 2502-4787 (online)
Published by Department of Chemistry Education - Universitas Sultan Ageng Tirtayasa
Address : Jl. Ciwaru Raya No. 25, Sempu, Kota Serang, Banten 42117, Indonesia
Email : [email protected]