Developing a Science Process Skills Assessment on Cell and Microscope: A Rasch Analysis
DOI:
10.29303/jpm.v21i4.12166Published:
2026-08-30Downloads
Abstract
Science process skills (SPS) are essential competencies in science education; however, various studies indicate that students’ SPS achievement remains relatively low. Furthermore, existing assessment instruments do not fully align with the learning outcome indicators. This study aims to develop a valid and reliable SPS test instrument for cell and microscope topics through Rasch model analysis. The research method employs a Research and Development (R&D) approach using the ADDIE model, which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The developed instrument consists of 25 multiple-choice items covering 6 SPS indicators: observing, questioning and predicting, planning and conducting investigations, processing and analyzing data, evaluating and reflecting, and communicating results. Content validation was conducted by 5 validators, yielding an average Aiken’s V of 1.00, indicating excellent alignment between the items and the measured indicators. Rasch analysis using the Winsteps applications showed that all items met the fit criteria based on outfit MNSQ values, with difficulty levels ranging from very easy to very difficult. The instrument demonstrated high reliability (α = 0.97) and adequate item separation, indicating strong consistency and discriminative power. Implementation involving 32 seventh-grade students revealed that most students were categorized as having moderate SPS level, suggesting that their SPS had developed but was not yet optimal across all indicators. These results confirm the instrument's validity and reliability in assessing junior high school students’ SPS. This study contributes a Rasch-based assessment instrument that can objectively map students’ SPS abilities and support the evaluation of science learning.
Keywords:
Rasch Analysis Science Process Skills Test Instrument WinstepReferences
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