Instrument Validation of Students’ Analytical Thinking Skills in the Natural Science Learning by Using the Rasch Model

Suyatman Suyatman


The aim of this study is to validate the analytical thinking skills test instrument using the Rasch Model. The method uses quantitative research methods The essay test was used to evaluate the 85 students attending the PGMI IAIN Surakarta Study Program in Indonesia. Data analysis used the Rasch model–quest application because this model is known for its use in the item response theory. The essay test used to measure student analytical thinking skills in the natural science class was found to be valid, with an adequate level of difficulty, and most of the questions were within the range of student abilities. This study found a prototype instrument for analytical thinking skills in natural science learning through the analysis of the Rasch Model. This instrument can be used to help students measure their ability to think critically and analytically. The results can be used as a reference for instructors and researchers in designing, producing, and analyzing instruments for teaching students' analytical thinking skills in natural science learning.


Analytical Thinking Skills; Validation; Rasch Model; Quest Application; Natural Science Learning

Full Text:

PDF (English)


Lee, J., & Choi, H. (2017). What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115: 143-152.

Rasheva-Yordanova, K., Iliev, E., & Nikolova, B. (2018). Analytical thinking as a key competence for overcoming the data science divide. In EDULEARN18 Proceedings (pp. 7892-7898). IATED.

Aksu, G., & Eser, M. T. (2020). Development of analytical thinking tendency scale: Validity and reliability study. Ilkogretim Online, 19(4): 2307-2321.

Wiyarsi, A., Fachriyah, A. R., Supriadi, D., & bin Muhamad Damanhuri, M. I. (2019). A Test Of Analytical Thinking And Chemical Representation Ability On'rate Of Reaction'topic. Jurnal Cakrawala Pendidikan, 38(2): 228-242.

Rery, R. U., & Erna, M. (2020, October). Validity and reliability of assessment instruments for analytical thinking ability and chemical literacy in the colligative properties. In Journal of Physics: Conference Series (Vol. 1655, No. 1, p. 012056). IOP Publishing.

Khammanee, T. (2010). Principles of Instruction: Knowledge for Effective Knowledge Management 13. Daansudha Publishing.

Wulandari, I. G. A., Sa’dijah, C., As’ari, A. R., & Rahardjo, S. (2018, June). Modified guided discovery model: a conceptual framework for designing learning model using guided discovery to promote student’s analytical thinking skills. In Journal of Physics: Conference Series (Vol. 1028, No. 1, p. 012153). IOP Publishing.

Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in human behavior, 78: 397-407.

Auld, E., Rappleye, J., & Morris, P. (2019). PISA for Development: How the OECD and World Bank shaped education governance post-2015. Comparative Education, 55(2): 197-219.

Nisa, L. L. A., Setyawati, S. M., & Norra, B. I. (2019, June). Increasing analytical thinking skills through a popup booklet development with digestive system. In Journal of Physics: Conference Series (Vol. 1241, No. 1, p. 012057). IOP Publishing.

Puchumni, P., Tungpradabkul, S., & Magee, R. (2019). Using Information Retrieval Activities to Foster Analytical Thinking Skills in Higher Education in Thailand: A Case Study of Local Wisdom Education. Asian Journal of Education and Training, 5(1): 80-85.

Thaneerananon, T., Triampo, W., & Nokkaew, A. (2016). Development of a Test to Evaluate Students' Analytical Thinking Based on Fact versus Opinion Differentiation. International Journal of Instruction, 9(2): 123-138.

Anwar, B., & Mumthas, N. S. (2014). Taking triarchic teaching to classrooms: Giving everybody a fair chance. International Journal of Advanced Research, 2(5): 455-458.

Anderson, L. W. (2001). Krathwohl (Eds.).(2001). A Taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. New York.

Marzano, R. J., & Kendall, J. S. (2008). Designing and assessing educational objectives: Applying the new taxonomy. Corwin Press.

Montaku, S., Kaittikomol, P., & Tiranathanakul, P. (2012). The model of analytical thinking skill training process. Research Journal of Applied Sciences, 7(1): 17-20.

Syawaludin, Y. A., Supriyati, Y., & Rahayu, W. (2019). RASCH Model Application for Validation of Measurement Instruments of Student Nationalism. In International Conference on Education (Vol. 5, No. 2, pp. 26-42).

Boone, W. J. (2016). Rasch analysis for instrument development: Why, when, and how?. CBE—Life Sciences Education, 15(4): rm4.

Van Zile-Tamsen, C. (2017). Using Rasch analysis to inform rating scale development. Research in Higher Education, 58(8): 922-933.

Adams, R. J., & Kho, S.-T. (1996). Acer quest version 2.1. Camberwell, Victoria: The Australian Council for Educational Research.

Ee, N. S., & Yeo, K. J. (2018). Item Analysis for the Adapted Motivation Scale Using Rasch Model. International Journal of Evaluation and Research in Education, 7(4): 264-269.

Van der Lans, R. M., Van de Grift, W. J., & van Veen, K. (2018). Developing an instrument for teacher feedback: using the rasch model to explore teachers' development of effective teaching strategies and behaviors. The journal of experimental education, 86(2): 247-264.

Yasin, S. N. T. M., Yunus, M. F. M., & Ismail, I. (2018). The use of rasch measurement model for the validity and reliability. Journal of Counseling and Educational Technology, 1(2): 22-27.

Carvalho, L. D. F., Primi, R., & Meyer, G. J. (2012). Application of the Rasch model in measuring personality disorders. Trends in Psychiatry and Psychotherapy, 34(2): 101-109.

Ghazali, N. H. M. (2016). A Reliability and Validity of an Instrument to Evaluate the School-Based Assessment System: A Pilot Study. International Journal of Evaluation and Research in Education, 5(2): 148-157.

Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4): 59-82.

Loubser, H. J., Casteleijn, D., & Bruce, J. C. (2015). The BETA® nursing measure: Calibrating construct validity with Rasch analyses. Health SA Gesondheid, 20(1): 22-32.

Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan rasch pada assessment pendidikan. Trim komunikata.

Salleh, H. R. M., & Halim, H. A. (2019). Promoting hots through thinking maps. International Journal of Education, 4(26): 104-112.

Balakrishnan, M., Nadarajah, G. M., Vellasamy, S., & George, E. G. W. (2017). Enhancement of higher order thinking skills among teacher trainers by fun game learning approach. International Journal of Educational and Pedagogical Sciences, 10(12): 3954-3958.



  • There are currently no refbacks.

Copyright (c) 2023 Suyatman Suyatman

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


Institute of Managing and Publishing of Scientific Journals
STKIP Singkawang

Jl. STKIP, Kelurahan Naram, Kecamatan Singkawang Utara, Kota Singkawang, Kalimantan Barat, Indonesia

Email: [email protected]


JIPF Indexed by:


Copyright (c) JIPF (Jurnal Ilmu Pendidikan Fisika)

ISSN 2477-8451 (Online) and ISSN 2477-5959 (Print)