RESUMEN
Collaborative Cloud Classroom (3CR) is an educational application that provides flexibility in the learning process. This specialized tool is designed to improve analytical and teambuilding skills, as well as enable students to document ideas, which are subsequently developed into bubble diagrams and text outlines. This study aims to assess and analyze the menu qualities possessed by the 3CR application using the Many-Facet Rasch Model (MFRM) analysis using 5 raters and 6 menus. A rating assessment was applied to 5 criteria, namely usability, functionality, visual communication, learning design, and security. In this case, a total of 135 from 150 data points were coded into FACETS software. The results showed that the six menus in the 3CR application were valid and reliable, as well as met the quality standards of learning tools. Security criteria were also the most difficult standards for raters to measure in all the application menus. The study also found that Rater A was more severe, and Rater E was more lenient in rating the 3CR menu. Rater B has overfitting and detected bias between rater gender and 3CR's menu (Discussion Forum and Learning Reflection menu) based on MFRM analysis.
RESUMEN
The study aims to investigate the severity of raters toward examinees' performances and to analyze biases subject to genders and academic majors based on the rater-examinee interactions. Data were collected across a 13-week research seminar course in English. Six raters were selected to rate 33 examinees using 18-item criteria. The many-facet Rasch measurement was utilized to analyze rater-examinee interactions and bias factors. The results confirmed that the instrument is reliable and valid. This study depicted the interaction between raters and other facets using a variable map, where the raters exhibited different levels of severity/leniency in scoring students' performances in oral presentations at the research seminar course. The result based on the Rasch analysis also confirmed that gender and academic majors contaminated rater assessment. Bias interaction between raters and student gender was detected, and Rater 6 displayed bias based on gender due to the tendency to give higher scores to female than male participants with a target contrast of 2.05 logits. Bias interaction between rater academic majors and student academic majors was also identified among raters with linguistics and psychology majors.
RESUMEN
This study aims to investigate the development and the differences in student misconceptions in science based on gender and grade level, and to evaluate the developed two-tier multiple-choice diagnostic test in confirming the test's validity and reliability. A sample of 856 participants from 10th-12th graders and prospective science teachers were collected. The two-tier multiple-choice diagnostic test with 32 items covering biology, chemistry, and physics was administered to evaluate students' science misconceptions at the senior high school and university levels. The results met validity and reliability criteria using confirmatory factor analysis and Rasch parameters. The single-factor model has CFI = .973, RMSEA = .006, CI (.001, .014) and SRMR = .017 and the three-factor model has CFI = 0.939, RMSEA = .010, CI (.01, .017) and SRMR = .017. Based on the Rasch parameter, the infit and outfit MNSQ values achieve the acceptable fit (0.96 to 1) with good item reliability (.99) and person reliability (.80). All items have positive PTMA. Student misconceptions had significant differences in terms of grade and gender. We confirmed that prospective science teachers have higher misconceptions than 11th and 12th graders and slightly higher ones than 10th graders. Boys have a better conceptual understanding than girls based on the mean of correct answers. The multiple linear regression with the stepwise method confirmed that gender significantly predicted student misconceptions of science concepts, with 9% of variance explained. This study provided evidence that students and prospective teachers experience various misconceptions about science concepts.
RESUMEN
This study explores the relationship between attitudes toward ICT and reading performance in the educational context. The mediating role of attitudes toward ICT on student economic ability and reading performance was also examined. Data was collected using stratified random sampling from 240 students in senior high school and 330 undergraduate students in teacher training and education program using an online platform (eDia) and paper-based. Partial least square structural equation modeling (PLS-SEM) was used for data analysis. The joint-two stage approach was applied to perform the second-order construct in path analysis. The measurement model confirms that all the instruments used in this study are valid and reliable. The structural model showed that three out of four hypotheses were empirically supported. Attitudes toward ICT have a significant effect on Reading performance. The direct effect from student economic ability to attitudes toward ICT was positively significant. We found that attitudes toward ICT positively mediate the relationship between student economic ability and reading performance for mediation analysis. The student economic ability does not affect the student reading performance. Limitations and future directions were also discussed as well.
RESUMEN
Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student misconceptions across physics, biology, and chemistry and to explore differential item functioning (DIF) items in the developed diagnostic test on the basis of gender and grade. Participants were drawn from 856 students (52.3% females and 47.7% males) comprising senior high school students from 11th to 12th grades and pre-service science teachers in the West Kalimantan province, Indonesia. Out of 16 science concepts categorized, the common science concepts causing misconceptions among students were investigated to understand item difficulty patterns using Rasch measurement. The findings of this study evaluated that 32 developed items are valid and reliable whereby the item difficulty estimates ranged from -5.13 logits to 5.06 logits. Chemistry is the scientific discipline with the highest mean logits than other disciplines. There is no significant item difficulty estimate across the science disciplines. We also found DIF issues in one item based on gender and four items based on grade. This study contributes a significant role in mapping and informing item difficulty patterns in science concepts to tackle teachers' problems in assessing and teaching science concepts to improve the students' science performance. Future studies and limitations are also discussed.