PSYCHOMETRIC VALIDATION OF AN ANALYTICAL SKILLS TEST IN PHYSICS USING THE RASCH MODEL

Nurussaniah Nurussaniah; Punaji Setyosari; Dedi Kuswandi; Saida Ulfa

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PSYCHOMETRIC VALIDATION OF AN ANALYTICAL SKILLS TEST IN PHYSICS USING THE RASCH MODEL

Title	PSYCHOMETRIC VALIDATION OF AN ANALYTICAL SKILLS TEST IN PHYSICS USING THE RASCH MODEL
Publication Type	Journal Article
Year of Publication	2025
Authors	Nurussaniah, N, Setyosari, P, Kuswandi, D, Ulfa, S
Journal	Journal of Baltic Science Education
Volume	24
Issue	3
Start Page	522-537
Pagination	continuous
Date Published	June/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	analytical skills, Bloom’s taxonomy, physics assessment, psychometric validation, Rasch model
Abstract	The accurate assessment of analytical thinking in physics, particularly in magnetism, poses substantial challenges due to the limitations of conventional tools in measuring higher-order cognitive skills. This study aimed to validate an analytical skills test in physics, based on Bloom’s Revised Taxonomy, with an emphasis on the dimensions of differentiating, organizing, and attributing within the subject of magnetism. The assessment instrument, comprising 15 multiple-choice items, was administered to a sample of 84 twelfth-grade students. A psychometric evaluation was conducted utilizing the Rasch Model, which included analyses of item fit, reliability, unidimensionality, and gender fairness through Differential Item Functioning (DIF). The results indicated strong internal consistency, with a Cronbach’s alpha of .91, and high item reliability at .94. Furthermore, the item-person distribution showed a well-aligned outcome. Principal Component Analysis (PCA) confirmed the unidimensionality of the test, while the DIF analysis revealed several items exhibiting gender-related response patterns, thereby suggesting a need for refinement to achieve fairness. The findings endorse the application of this validated instrument for assessing higher-order analytical thinking in the field of physics and highlight the significance of equitable assessment practices within STEM education.
DOI	10.33225/jbse/25.24.522
Refereed Designation	Refereed
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