Development of assessment instruments for students’ graphical representation abilities in the topic of dynamic electricity
DOI:
https://doi.org/10.21067/mpej.v10i1.13759Keywords:
Assessment, Dynamic electricity, Graphical representation, Instruments, Physics testAbstract
This study focuses on the development of physics test instruments for high school students on the topic of Dynamic Electricity. This study aims to analyze the content quality of the test instrument context, evaluate the the feasibility of the test instrument, and the student’s graphical representation abilities on the topic of Dynamic Electricity. This research and development studiy implemented the R&D method with the 4D model (Define, Design, Development, and Disseminate). The test instrument was trialed in class XII IPA at Karya Pembangunan 1 Ciparay High School with a total of 50 students as research subjects. Item analysis was conducted using Classical Test Teory (CTT) using SPSS 29.0 and Rasch Modeling using MINISTEP software to evaluate validity, reliability, difficulty level, and anad student response patterns for 12 item (6 items type A and 6 items type B). The results demonstrated that the test instrument possesses good content validity with overall adequate psychometric estimates. Out of 12 items tested, 7 items proved feasible and were retained, while 5 items required revision or elimination due to significant misfit, overfit, and cognitive redundancy. Students' graphical representation ability was predominantly in the fair category (46%), with 72% of students falling into the high-ability category, indicating a ceiling effect. These findings highlight the necessity of refining instrument design by incorporating non-linear graphs and higher difficulty levels to effectively measure higher-order thinking skills and support diagnostic assessment in physics learning.
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