Implementing the rasch model to assess the level of students' critical and reflective thinking skills on the photoelectric effect
Abstract
This study aims to determine the level of students’ critical and reflective thinking skills on the topic of photoelectric effects. In this study, the cross-sectional survey approach was employed in conjunction with purposive sampling techniques. The data collection instruments are questionnaires for critical thinking and reflective thinking skills, with 20 critical thinking items and 24 reflective thinking items. A total of 35 students, 6 males and 29 females, with an average age of 20 years, agreed to fill out the questionnaire that was distributed. The acquired quantitative data were evaluated using the Rasch model, with critical thinking skills showing that 11% of students were at a very low level, 49% were at a low level, 26% were at a high level, and 14% were at a very high level. Meanwhile, data analysis of reflective thinking skills revealed that 20% of pupils had low levels, 63% had moderate levels, and 17% had high levels. As a result, it is suggested that critical thinking and reflective thinking skills be continuously debriefed.
References
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Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. doi: 10.11591/ijere.v10i4.22028
Nitko, A. J., & Brookhart, S. M. (2014). Educational Assessment of Students: Sixth Edition. In Pearson New International Edition. United States of America: Pearson Education.
Nitriani, N., Darsikin, D., & Saehana, S. (2022). Kolb’s learning style analysis in solving HOTS questions for prospective physics teacher students. Momentum: Physics Education Journal, 6(1), 59–72. doi: 10.21067/mpej.v6i1.5593
Noh, S. N. A., Zin, N. A. M., & Mohamed, H. (2020). Serious games requirements for higher-order thinking skills in science education. International Journal of Advanced Computer Science and Applications, 11(6), 211–216. doi: 10.14569/IJACSA.2020.0110627
Pieridou, M., & Kambouri-Danos, M. (2020). Qualitative doctoral research in educational settings: Reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9(1), 21–31. doi: 10.11591/ijere.v9i1.20360
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Prieto, M. C., Palma, L. O., & Jes, P. (2019). education sciences Student Assessment of the Use of Kahoot in the Learning Process of Science and Mathematics. Education Sciences, 9(55), 1–13. doi: 10.3390/educsci9010055
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Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of student’s critical thinking skill through science context-based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105. doi: 10.15294/jpii.v9i1.21884
Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics. European Journal of Educational Research, 8(3), 743–751. doi: 10.12973/eu-jer.8.3.743
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Authors
Juandi, T., Kaniawati, I., Samsudin, A., & Riza, L. S. (2023). Implementing the rasch model to assess the level of students’ critical and reflective thinking skills on the photoelectric effect. Momentum: Physics Education Journal, 7(2), 220–231. https://doi.org/10.21067/mpej.v7i2.8252
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