The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning
DOI:
https://doi.org/10.21009/1.08203Keywords:
concept mastery, challenge-based learning, Rasch analysisAbstract
Concept mastery is one of the main goals in the learning process. This study aimed to analyze the improvement of students’ physics concept mastery by implementing challenge-based learning with Edmodo-assisted learning. This study used mixed methods with an embedded experimental model research design. The research sample was 10th-grade students in a public vocational school’s food crops and horticulture agribusiness program. Data analysis employed the Rasch model with the help of ministeps software version 4.1.1. The results of this study indicate a significant increase in students’ conceptual mastery of +3.44 logit. The average logit value of students’ abilities is higher than the average logit value of the item difficulty level. Students’ physics concept mastery can be improved through the challenge-based learning model assisted by Edmodo.
References
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Andanawarih, M, Diana, S & Amprasto, A 2019, ‘The implementation of authentic assessment through project-based learning to improve student’s problem solving ability and concept mastery of environmental pollution topic’, Journal of Physics: Conference Series, vol. 1157, pp. 1-6.
Anderson, LW et al. 2001, ‘A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives’, New York: New York: Longman.
Andriani, RD, Sunyono, S & Abdurrahman, A 2018, ‘Enhancing Students’ Activity and Science Concept Mastery using Guided-Inquiry Based Practical Manual’, Jurnal Pendidikan Progresif, vol. 8, pp. 1-9.
Andrich, D 1988, ‘Rasch Models for Measurement’, Newbury Park, CA: SAGE Publications.
Apple Education 2010, ‘Challenge Based Learning Classroom Guide’, Cupertino, California: Apple, Inc.
Baharun, H et al. 2019, ‘Analysis of metacognitive capability and student learning achievement through edmodo social network’, Journal of Physics: Conference Series, vol. 1175, pp. 1-4.
Chao, JT, Parker, KR & Fontana, A 2011, ‘Developing an Interactive Social Media Based Learning Environment’, Issues in Informing Science and Information Technology, vol. 8, pp. 323-334.
Denny, YR et al. 2020, ‘The development of blended learning model using Edmodo to train student critical thinking skills on impulse-momentum topic’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 6, pp.113-120.
Fathimah, I, Wulan, AR & Solihat, R 2019, ‘Using Edmodo as assessment for learning to facilitate improvement of 21st century health literacy’, Journal of Physics: Conference Series, vol. 1157, pp. 1-5.
Furqani, D, Feranie, S & Winarno, N 2018, ‘The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave’, Journal of Science Learning, vol. 2, no. 1, pp. 1-8.
Hartini, TI et al. 2020, ‘Concept Mastery of Physical Education Students in Multiple Representation (MR) Based Three Dimensional Solid Object Motion Mechanics (3DSOM)’, Journal of Physics: Conference Series, vol. 1521, pp. 1-5.
Ibrahim, AS, Rochintaniawati, D & Sanjaya, Y 2017, ‘The Use of Self Construction Animation Learning Software to Improve the Students Concept Mastery on Structure and Functions of Plants’, Pancaran Pendidikan, vol. 6, pp. 1-10.
Johnson, L & Adams, S 2011, ‘Challenge Based Learning: The Report from the Implementation Project’, Texas: The New Media Consortium, Austin.
Johnson, LF et al. 2009, ‘Challenge-Based Learning An Approach for Our Time’, Texas: The New Media Consortium, Austin.
Joko, J & Wulandari, GS 2018, ‘The Development of Learning Management System Using Edmodo’, IOP Conference Series: Materials Science and Engineering, vol. 336, pp. 1-9.
Kongchan, C 2013, ‘How Edmodo and Google Docs Can Change Traditional Classrooms’, The Inaugural European Conference on langauge learning - International Academic Forum, pp. 629-637.
Marin, C, Hargis, J & Cavanaugh, C 2013, ‘iPad learning ecosystem: Developing challenge-based learning using design thinking’, Turkish Online Journal of Distance Education, vol. 14, pp. 22-34.
Pratiwi, WN, Rochintaniawati, D & Agustin, RR 2018, ‘The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter’, Journal of Science Learning, vol. 1, pp. 49-52.
Rasch, G 1980, ‘Probabilistic Models for Some Intelligence and Attainment Tests’, Chicago: University of Chicago Press.
Salsabila, ER et al. 2019, ‘Using argument-driven inquiry to promote students’ concept mastery in learning global warming’, Journal of Physics: Conference Series, vol. 1280, pp. 1-7.
Sani, A, Rochintaniawati, D & Winarno, N 2019, ‘Enhancing students’ motivation through brain-based learning’, Journal of Physics: Conference Series, vol. 1157, pp. 1-5.
Saprudin, S, Liliasari, L & Prihatmanto, AS 2017, ‘Pre-Service Physics Teachers’ Concept Mastery and the Challenges of Game Development on Physics Learning’, Journal of Physics: Conference Series, vol. 895, pp. 1-6.
Satriawan, M, Liliasari, S & Setiawan, W 2019, ‘Wave energy concept mastery relate on creative thinking skills of the pre-service physics teachers in environmental physics lectures’, Journal of Physics: Conference Series, vol. 1157, pp. 1-6.
Setiawan, D, Sopandi, W & Hartati, T 2020, ‘The influence of read, answer, disscuss, explain, and create (RADEC) learning model on the concept mastery of elementary school students on the water cycle topic’, Journal of Physics: Conference Series, vol. 1521, pp. 1-6.
Sumintono, B 2018, ‘Rasch Model Measurements as Tools in Assesment for Learning’, Advances in Social Science, Education and Humanities Research, vol. 173, pp. 38-42.
Sumintono, B & Widhiarso, W 2013, ‘Aplikasi Model Rasch untuk Penelitian Ilmu-Ilmu Sosial’, Trim Komunikata Publishing House, Cimahi.
Trust, T 2012, ‘Professional Learning Networks Designed for Teacher Learning’, Journal of Digital Learning in Teacher Education, vol. 28, pp. 133-138.
Vania, PF, Setiawan, W & Wijaya, AFC 2018, ‘Edmodo as Web-Based Learning to Improve Student’s Cognitive and Motivation in Learning Thermal Physics’, Journal of Science Learning, vol. 1, p. 110.
Wandari, GA, Wijaya, AFC & Agustin, RR 2018, ‘The Effect of STEAM-based Learning on Students’ Concept Mastery and Creativity in Learning Light And Optics’, Journal of Science Learning, vol. 2, pp. 26-32.
Wicaksono, I, Wasis & Madlazim 2017, ‘The effectiveness of virtual science teaching model (VS-TM) to improve student’s scientific creativity and concept mastery on senior high school physics subject’, Journal of Baltic Science Education, vol. 16, pp. 549-561.
Wright, BD & Masters, GN 1982, ‘Rating Scale Analyis’, Chicago: MESA Press.
Yalçın, A & Şevik, M 2019, ‘Students’ Homework Performance and Views on Edmodo’, Journal of Language Education and Research, vol. 5, pp. 93-115.
Yang, Z et al. 2018, ‘Challenge Based Learning nurtures creative thinking: An evaluative study’, Nurse Education Today, Elsevier, vol. 71, pp. 40-47.
Yoosomboon, S & Wannapiroon, P 2015, ‘Development of a Challenge Based Learning Model via Cloud Technology and Social Media for Enhancing Information Management Skills’, Procedia - Social and Behavioral Sciences. Elsevier BV, vol. 174, pp. 2102-2107.
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Published
2022-12-30
How to Cite
Bohori, M., Liliawati, W., Suwarma, I. R., & Ringo, S. S. (2022). The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(2), 207–216. https://doi.org/10.21009/1.08203
