The use of Rasch model with stacking analysis to assess students’ problem-solving skills

This research was done using stacking analysis as it has never been done before to analyze problem-solving skills. It aims to analyze the differences in students’ abilities during pretest and post-test when given teaching materials based on Android applications on vector topics using authentic learn...

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Bibliographic Details
Published in:AIP Conference Proceedings 2024-05, Vol.3116 (1)
Main Authors: Wati, Mustika, Maesarah, Nursida Umi, Mahtari, Saiyidah, Khairunnisa, Yasmine, Misbah
Format: Article
Language:English
Subjects:
Problem solving
Skills
Students
Online Access:Get full text
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Summary:This research was done using stacking analysis as it has never been done before to analyze problem-solving skills. It aims to analyze the differences in students’ abilities during pretest and post-test when given teaching materials based on Android applications on vector topics using authentic learning with stacking analysis methods. The research design is a quasi-experimental pre-posttest control group. The stacking analysis method uses ministep. Respondent data were from 37 students with a total of 6 questions. The students’ reliability result was 0.91, and the Cronbach alpha coefficient (KR-20) was 0.90. After applying the stacking analysis, all students experienced positive changes, which shows that students’ problem-solving skills have increased.
ISSN:0094-243X
1551-7616
DOI:10.1063/5.0211012