<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sujiyani Kassiavera</style></author><author><style face="normal" font="default" size="100%">A. Suparmi</style></author><author><style face="normal" font="default" size="100%">C. Cari</style></author><author><style face="normal" font="default" size="100%">Sukarmin Sukarmin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPLICATION OF RASCH MODEL IN TWO-TIER TEST FOR ASSESSING CRITICAL THINKING IN PHYSICS EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">item analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch model</style></keyword><keyword><style  face="normal" font="default" size="100%">reliability test</style></keyword><keyword><style  face="normal" font="default" size="100%">two-tier test</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897520.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The challenge of accurately assessing critical thinking in physics education, particularly on topics like work and energy, remains a key issue for educators. The current study aims to address this challenge by exploring students' critical thinking abilities using two-tier test data analyzed through the Rasch model. Data were collected from students in Bengkulu Province, Sumatra, Indonesia, and analyzed to evaluate item fit, reliability, and students' abilities across various critical thinking dimensions. It was found that the two-tier instrument demonstrated high validity and reliability, with infit and outfit mean square values close to ideal, and strong separation reliability for both participants and items. Further analysis revealed significant variations in students' abilities in aspects of critical thinking, including interpretation, analysis, and self-regulation, indicating the need for more targeted pedagogical interventions. The study concludes that applying the Rasch model to analyze two-tier tests not only enhances understanding of students' critical thinking but also provides a novel approach to developing and implementing evaluation instruments in physics education. These findings contribute to the existing literature by deepening theoretical insights into critical thinking within physics education and offering practical guidance for educators aiming to improve curriculum design and teaching strategies. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1227-1242</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Luvia R. Nastiti</style></author><author><style face="normal" font="default" size="100%">Widha Sunarno</style></author><author><style face="normal" font="default" size="100%">Sukarmin Sukarmin</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Luqman Baehaqi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING STEM LITERACY THROUGH PROJECT-BASED GEOSCIENCE LEARNING (PJBGL) MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geoscience learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental design</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480325.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The intricacy of real-world challenges in project-based geoscience learning is complex to assess with a STEM approach; hence, research into an effective model is necessary to address current issues in education. Understanding the role of STEM in resolving challenging real-world issues requires integrating STEM literacy that is appropriate for geoscience education. This study examines the effectiveness of the Project-Based Geoscience Learning (PJBGL) model in enhancing STEM literacy. By integrating project-based learning with geoscience, the aim is to create an interactive and immersive learning environment. The study seeks to contribute to knowledge about the effectiveness of this model compared to the conventional model. The aim was to evaluate the PJBGL model's impact on students' literacy, particularly in the geosciences. The study utilized a pretest-posttest control group design with 33 students, 19 in the experimental group and 14 in the control group, collecting STEM literacy data using a test instrument and analyzing the data with the Mann-Whitney test. Effect Size calculation using Cohen's d and increased STEM literacy was tested with the N-Gain formula.  The research results show that the PJBGL model is more effective in increasing STEM literacy in geoscience learning than the conventional learning model. This finding holds implications for educators and curriculum developers seeking innovative strategies to cultivate students' STEM literacy. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">694-709</style></section></record></records></xml>