Students’ understanding of chemical bonding material through the rasch modelling data symptoms analysis

Abstract

Abstract Barke et al. (2009) said that chemistry education was a bridge in constructing students’ knowledge, where everyone had preconception, which was then built into scientific concepts. The ability to interpret the students about chemical material is essential, so it needs more intervention, such as the process of analyzing the students’ learning needs. The Rasch model is an alternative way to find out how the learners understand through the response patterns of Rasch data symptoms and assess how various designs arise from given responses. This study aimed to determine the average logit value and person reliability of the students based on the Rasch model analysis. The research method used was a descriptive qualitative approach. The Rasch model analysis data was interpreted scientifically to describe the students’ understanding of chemical bonding material. The research result showed that the students’ logit average value was 0.65 which was above the logit average value of the item; it means that the participants’ ability was more significant than the difficulty level of the questions and the person reliability was 0.79 (suitable). The conclusion is that the students’ understanding of chemical bonding material is quite good by looking at the distribution of Rasch model analysis data. This analysis can be a reflection and evaluation material for teachers to improve the quality of chemistry learning.