Assessing Students Critical Thinking on Human Activities Impacting Ecosystems and Conservation Using Rasch Model Dyah Ayu Saraswati Adimudra, Kadek Dwi Hendratma Gunawan, Muhammad Nur Hudha, Budi Utami, Suciati, Bramastya
Universitas Sebelas Maret
Abstract
Critical thinking was a vital competency in science education, especially in understanding human impact on ecosystems and promoting conservation. This study aimed to assess junior high school students critical thinking skills using an instrument developed based on Paul and Elder^s ten standards of critical thinking and analyzed through the Rasch Model. A quasi-experimental design was conducted with a sample of 30 students who experienced a problem based learning (PBL) approach supported by an educational game on human impact on the ecosystem and conservation. Data were collected through a 10 items critical thinking test and analyzed using the Rasch Model, including stacking and racking analysis. The instrument was validated by examining item fit through MNSQ and ZSTD values, as well as item and person reliability indices. Results indicated that the assessment demonstrated good validity and reliability, with items distributed across various levels of difficulty. Rasch analysis showed that the test effectively differentiated between higher- and lower-order critical thinking skills, although several advanced indicators remained challenging. The comparison of pretest and posttest data showed that students critical thinking abilities improved after the PBL treatment. The findings suggested that Rasch-based assessment provided precise measurement of critical thinking and that PBL with game-based contexts was effective in enhancing students skills.
Keywords: Critical Thinking- Rasch Model- Problem Based Learning- Ecosystem Conservation
