Assessment Instrument Development for a Chronological Thinking Skills with the Rasch Model

Ofianto Ofianto, Tri Zahra Ningsih

Abstract


Chronological thinking skills are one of the most critical goals in learning history, distinguishing it from other sciences. This skill is not a natural skill that already exists in students but is a skill that needs to be developed in students, especially in studying history. This study aims to develop an instrument for assessing chronological thinking skills with the Rasch model.  The development model adopted the Gall & Borg development model by adjusting to the research objectives and needs. The adaptation of the Borg & Gall model resulted in four stages in this study: (1) needs analysis and preliminary investigation, (2) planning and preparation of product development, (3) expert validation, and (4) instrument implementation. This research was conducted in Senior High School (SMA), involving 120 students from three schools. Sampling was carried out employing the proportional sampling technique. The data was collected using validation sheets, tests, and assessment sheets (scoring rubric). Data analysis was then performed with the Quest Program utilizing the Partial Credit Model (PCM). The results showed that the chronological thinking skills assessment instrument with the Rasch model was valid and reliable. The validity value of items that fit the model ranged from 0.77 to 1.30, and the instrument reliability value of 0.76 was in the high category. Therefore, it could be concluded that the assessment instrument developed can measure students' chronological thinking skills.


Keywords


Chronological Thinking, Rasch Model, Assessment Instrument

Full Text:

PDF

References


Adams, R.J & Khoo, S. . (1996). Quest: Interactive item analysis program. Melbourne: The Australian Council for Educational Research.

Gall, M. ., & Borg, W. . (1989). Educational Research an Introduction fourth edition. In Longman Inc.

Lorenc, J. et al. (2013). How is chronological thinking tested? Edukacja.

Martin, G. (2015). Historical Inquiry for Teaching Year 11 & 12 History Students. Learning and Teaching. https://doi.org/10.7459/lt/4.2.03

Norris, S. P., & Ennis, R. H. (1989). Evaluating critical thinking. The practitioners’ guide to teaching thinking series. In Critical Thinking Press and Software.

Percival, J. (2020). Understanding and Teaching Primary History. Sage.

Rasch, G. (1977). On Specific Objectivity. An Attempt at Formalizing the Request for Generality and Validity of Scientific Statements in Symposium on Scientific Objectivity. Danish Year-Book of Philosophy Kobenhavn, 14, 58–94.

Saeed, G. T., Hassan, A. E., Al Omary, H. L., & Alawad, Z. M. (2018). Multiple choice questions and essay questions in assessment of success rate in medical physiology. Journal of the Faculty of Medicine Baghdad. https://doi.org/10.32007/jfacmedbagdad.59481

Samritin, S., & Suryanto, S. (2016). Developing an assessment instrument of junior high school students’ higher-order thinking skills in mathematics. Research and Evaluation in Education. https://doi.org/10.21831/reid.v2i1.8268

Smith, M. D. (2017). Cognitive Validity: Can Multiple-Choice Items Tap Historical Thinking Processes? American Educational Research Journal. https://doi.org/10.3102/0002831217717949

Stearns, P. N. (2010). World history: The basics. In World History: The Basics. https://doi.org/10.4324/9780203839942

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch Pada Assessment Pendidikan [Applications of Rasch Modeling in Educational Assessments]. In Aplikasi Permodelan Rasch Pada Assesment Pendidikan.

Sutimin, L. A., Joebagio, H., Sariyatun, Hum, M., & Abidin, N. F. (2018). The development of deconstructive learning history model to promote the higher-order thinking skill of university students. New Educational Review. https://doi.org/10.15804/tner.2018.51.1.01

Swaminathan, H., Hambleton, R. K., & Rogers, H. J. (2006). 21 Assessing the Fit of Item Response Theory Models. Handbook of Statistics. https://doi.org/10.1016/S0169-7161(06)26021-8

VanSledright, B. (2015). What does it mean to think historically and how do you teach it? In Social Studies Today: Research and Practice: Second Edition.https://doi.org/10.4324/9781315726885-24

Waring, S. M. (2010). Escaping myopia: Teaching students about historical causality. The History Teacher, 43(2), 283–288.

Williams, S. (2016). Historical thinking and other unnatural acts: charting the future of teaching the past. DORDT University.

Wineburg, S. (2010). Historical thinking and other unnatural acts. Phi Delta Kappan. https://doi.org/10.1177/003172171009200420

Wolins, L., Wright, B. D., & Masters, G. N. (1983). Rating Scale Analysis: Rasch Measurement. Journal of the American Statistical Association. https://doi.org/10.2307/2288670




DOI: https://doi.org/10.35445/alishlah.v13i2.551

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Ofianto Ofianto, Tri Zahra Ningsih

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:

    

 


 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.