Rasch model analysis of learning interest instrument for mathematics education students in statistical course

Ahmad Lutfi, Husnul Khatimah Rusyid, Ahmad Mukhibin, Hevy Risqi Maharani

Abstract


This study aims to comprehensively examine the quality of mathematics learning interest instruments in terms of validity, reliability, undimensionality, distribution of abilities, and suitability of student responses. So, this research uses a survey-based quantitative descriptive method. Data collection was done by distributing a learning interest questionnaire consisting of 25 statements to mathematics education students who were in the 4th semester at one of the universities in Semarang. The results showed that the learning interest instrument used was valid and reliable so that the instrument could be used to measure student learning interest. The distribution of the items also shows that most students admit to having a high interest in learning statistics courses. Analysis of the suitability of student responses shows that 21 statements describe the suitability between learning interests and responses given by students. Meanwhile, 4 other statements showed discrepancies.

Full Text:

PDF

References


American Educational Research Association, A., Psychological Association, & N. C. on, & Education, M. in. (2014). Standards for educational and psychological testing. American Educational Research Association.

Amrein-Beardsley, A., & Geiger, T. (2020). Methodological concerns about the education value-added assessment system (EVAAS): validity, reliability, and bias. SAGE Open, 10(2). https://doi.org/10.1177/2158244020922224

Azmidar, A., Darhim, D., & Dahlan, J. A. (2017). Enhancing students’ interest through mathematics learning. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012072

Darwin, & Ismail, I. (2021). Structural model in assessing the relationship of internal and external factors with islamic learning achievement at SMK Muhammadiyah Ambon. Journal of Science and Technology, 1(2), 109–118. https://doi.org/https://doi.org/10.51135/justevol1issue2page109-118

Fredlina, K. Q., Putri, G. A. M., & Astawa, N. L. P. N. (2021). Penggunaan teknologi sebagai media pembelajaran matematika di era new normal. Jurnal Karya Abdi Masyarakat, 5(1), 1–6. https://doi.org/https://doi.org/10.22437/jkam.v5i1.13808

Hannigan, A., Hegarty, A. C., & McGrath, D. (2014). Attitudes towards statistics of graduate entry medical students: The role of prior learning experiences. BMC Medical Education, 14(1). https://doi.org/10.1186/1472-6920-14-70

Islamiah, I. D. (2017). Pengaruh minat belajar siswa terhadap prestasi belajar mata diklat PDTM. Journal on Education, 1(2), 451–457. https://doi.org/https://doi.org/10.31004/joe.v1i2.91

Jayanti, I., Arifin, N., & Nur, D. R. (2020). Analisis faktor internal dan eksternal kesulitan belajar matematika di sekolah dasar. Sistem: Jurnal Pendidikan, 1(1), 1–7.

Khairunnisa, Febriyanni, R., & Arafah, N. (2023). Hubungan nilai mata kuliah statistik dengan kemampuan menganalisa data kuantitatif (Studi kasus: Mahasiswa PAI di SATI Jam’iyah Mahmudiyah). JMI: Jurnal Millia Islamia, 2(1), 156–167.

Kristanto, V. H. (2018). Metodologi penelitian pedoman penulisan karya tulis ilmiah: (KTI). Deepublish.

Linacre, J. M. (2006). A user’s guide to winstep ministep rasch-model computer programme.

Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424–436. https://doi.org/10.1037/0022-0663.85.3.424

Mokshein, S. E., Ishak, H., & Ahmad, H. (2019). The use of rasch measurement model in english testing. Cakrawala Pendidikan, 38(1), 16–32. https://doi.org/10.21831/cp.v38i1.22750

Ngwu, O. G. (2015). The effect of e-learning on secondary school students’ interest in basic statistics. The International Conference on E-Learning in the Workplace, 1–5.

Oktaviani, U., Kumawati, S., Apriliyani, M. N., Nugroho, H., & Susanti,

E. (2020). Identifikasi faktor penyebab rendahnya hasil belajar matematika peserta didik di SMK Negeri 1 Tonjong. MATH LOCUS: Jurnal Riset Dan Inovasi Pendidikan Matematika, 1(1), 1–6. https://doi.org/10.31002/mathlocus.v1i1.892

Purnami, W., Ashadi, Suranto, Sarwanto, Sumintono, B., & Wahyu, Y. (2021). Investigation of person ability and item fit instruments of eco critical thinking skills in basic science concept materials for elementary pre-service teachers. Jurnal Pendidikan IPA Indonesia, 10(1), 127–137. https://doi.org/10.15294/jpii.v10i1.25239

Putri, D. J., Angelina, S., Rahma, S. C., & Mujazi. (2022). Faktor-faktor yang mempengaruhi minat belajar siswa di Kecamatan Larangan Tangeran. Seminar Nasional Ilmu Pendidikan Dan Multidisiplin, 5(9), 49–53.

Ratnasari, I. W. (2017). Hubungan minat belajar terhadap prestasi belajar fisika. Psikoborneo, 5(2), 289–293. https://doi.org/10.31539/spej.v2i2.727

Risdianto, E., Syarkowi, A., & Jumiarni, D. (2021). Analisis data respon mahasiswa terhadap sistem pembelajaran berbasis moocs pada matakuliah ilmu lingkungan menggunakan rasch model. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 8(1), 47–57. https://doi.org/10.17977/um031v8i12021p047

Safitri, A., & Nurmayanti, N. (2018). Faktor-Faktor yang mempengaruhi minat belajar masyarakat Bajo. Didaktis: Jurnal Pendidikan Dan Ilmu Pengetahuan, 18(3), 149–159. https://doi.org/10.30651/didaktis.v18i3.1846

Saputro, B., & Marsudi, S. (2017). Kontribusi minat belajar dan persepsi siswa tentang kinerja guru terhadap prestasi belajar matematika di SD Muhammadiyah 14 Surakarta tahun ajaran 2016/2017. Universitas Muhammadiyah Surakarta.

Selwyn, N., & Husen, O. (2010). The educational benefits of technological competence: An investigation of students’ perceptions. Evaluation and Research in Education, 23(2), 137–141. https://doi.org/10.1080/09500790.2010.483515

Sirait, E. D. (2016). Pengaruh minat belajar terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 35–43. https://doi.org/10.30998/formatif.v6i1.750

Slootmaeckers, K., Kerremans, B., & Adriaensen, J. (2014). Too afraid to learn: Attitudes towards statistics as a barrier to learning statistics and to acquiring quantitative skills. Politics, 34(2), 191–200. https://doi.org/10.1111/1467-9256.12042

Sproesser, U., Engel, J., & Kuntze, S. (2016). Fostering self-concept and interest for statistics through specific learning environments. Statistics Education Research Journal, 15(1), 28–54. https://doi.org/10.52041/serj.v15i1.256

Taherdoost, H. (2018). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. SSRN Electronic Journal, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040




DOI: https://doi.org/10.17509/j-mer.v4i2.65072

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ahmad Lutfi, Husnul Khatimah Rusyid, Ahmad Mukhibin, Hevy Risqi Maharani



Journal on Mathematics Education Research

Department of Mathematics Education

Indonesian University of Education

Address: FMIPA Building, Jl. Dr. Setiabudhi No. 229 Bandung 40154, West Java, Indonesia

email : j-mer@upi.edu