The Application of Item Response Theory for Development Tests of High Order Thinking Skills on Chemical Learning: Partial Credit Models Study DOI

Marlina Marlina,

Samsul Hadi, Abdul Rahim

и другие.

International Journal of Educational Reform, Год журнала: 2025, Номер unknown

Опубликована: Апрель 4, 2025

Purpose: This research aimed to develop testing instruments for the ability think of high level chemicals that are valid, relay, and have quality problem items in good category. Design/Approach/Methods: The study used a quantitative approach with modifications Wilson, Oriondo, Antonio models. Stratified random sampling techniques 275 sample students. Polytomous data were analyzed using Partial Credit Models. Findings: results analysis showed validity reliability by 0.9 0.854, 16 points questions having fit category 79%. difficulty index 20 question was 1 item “Difficult” 19 “Medium.” test takers (Ɵ) range −2 +2, which relatively good. development qualified be measure thinking levels chemistry. Originality/Value: discusses on application Item Response Theory developing higher order skills chemistry learning. We hope this can trigger other role teachers measuring students’ abilities 21st-century

Язык: Английский

The Application of Item Response Theory for Development Tests of High Order Thinking Skills on Chemical Learning: Partial Credit Models Study DOI

Marlina Marlina,

Samsul Hadi, Abdul Rahim

и другие.

International Journal of Educational Reform, Год журнала: 2025, Номер unknown

Опубликована: Апрель 4, 2025

Purpose: This research aimed to develop testing instruments for the ability think of high level chemicals that are valid, relay, and have quality problem items in good category. Design/Approach/Methods: The study used a quantitative approach with modifications Wilson, Oriondo, Antonio models. Stratified random sampling techniques 275 sample students. Polytomous data were analyzed using Partial Credit Models. Findings: results analysis showed validity reliability by 0.9 0.854, 16 points questions having fit category 79%. difficulty index 20 question was 1 item “Difficult” 19 “Medium.” test takers (Ɵ) range −2 +2, which relatively good. development qualified be measure thinking levels chemistry. Originality/Value: discusses on application Item Response Theory developing higher order skills chemistry learning. We hope this can trigger other role teachers measuring students’ abilities 21st-century

Язык: Английский

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