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Uncovering Students' Problem-Solving Gaps in Basic Chemistry Through Rasch Analysis

Journal of Innovation in Educational and Cultural Research · Vol. 7 No. 3 (2026) · hlm. 564–578

DOI
10.46843/jiecr.v7i3.3001
ISSN
2722-9696, 2722-9688
Terbit
2026-05-25
Penerbit
Yayasan Keluarga Guru Mandiri
Bahasa
eng

Abstrak

Problem-solving skills are fundamental competencies in science education, particularly in basic chemistry, as they enable students to implement conceptual knowledge to real-life phenomena. This study aims to examine the psychometric properties of the problem-based chemistry test and to describe students' problem-solving skills. The test consisted of five essay-based problem-solving items administered to 123 first-year biology education students enrolled in a general chemistry course. Data were analyzed using EFA with SPSS 25 and Rasch Model with Winsteps Software version 3.73. The results indicated that all items fit the Rasch Model and demonstrated good item reliability, with a range of difficulty levels. However, person reliability was low, suggesting that the test had limited sensitivity in differentiating students' ability levels. Analysis of students' abilities revealed that most students were classified as having low to very low problem-solving skills, while a smaller proportion demonstrated moderate to high ability. A substantial number of persons misfit were identified, indicating irregular response patterns that may be influenced by test-taking behavior or the open-ended nature of the items. These findings suggest that the test is suitable for formative and diagnostic assessment of problem-solving skills in basic chemistry; however, further refinement and additional items are suggested to improve measurement precision.

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  • Universitas Jember
  • State University of Semarang
  • The University of Sydney
  • University of Malaya
  • National Research and Innovation Agency
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Iwang Jouvanda KasahUniversitas Jember2
Rif’ati Dina HandayaniUniversitas Jember2
Hidayah Mohd FadzilUniversity of Malaya2
nur AhmadAfiliasi tidak diketahui2
Jadnika Dwi Rakhmawan AmrullahAfiliasi tidak diketahui2
Ika Dewi SumiatiAfiliasi tidak diketahui2
Liu Hsiu-ChenAfiliasi tidak diketahui2
Soraya FirdausiAfiliasi tidak diketahui2
Ani RusilowatiState University of Semarang1
Rizki Nor AmeliaState University of Semarang1
Ika Nur FitrianiThe University of Sydney1
Arfatur RohmanState University of Semarang1
Mohammad Roy Thoriqul HaqState University of Semarang1
Erna Noor SavitriState University of Semarang1
Indah Urwatin WusqoState University of Semarang1
Muh. Waskito ArdhiState University of Semarang1
Mochammad IqbalUniversitas Jember1
Rusdianto RusdiantoNational Research and Innovation Agency1
Ifatur RohmawatiAfiliasi tidak diketahui1
Jekti PrihatinUniversitas Jember1
Devi YustikaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Uncovering Students' Problem-Solving Gaps in Basic Chemistry Through Rasch Analysis</dc:title>
	<dc:creator>Astuti, Sri Rejeki Dwi</dc:creator>
	<dc:creator>Putra, Pramudya Dwi Aristya</dc:creator>
	<dc:creator>Ahmad, Nur</dc:creator>
	<dc:creator>Yusmar, Firdha</dc:creator>
	<dc:creator>Amrullah, Jadnika Dwi Rakhmawan</dc:creator>
	<dc:creator>Fitriani, Ika Nur</dc:creator>
	<dc:subject xml:lang="en-US">assessment; basic chemistry; problem-solving skills; rasch analysis</dc:subject>
	<dc:description xml:lang="en-US">Problem-solving skills are fundamental competencies in science education, particularly in basic chemistry, as they enable students to implement conceptual knowledge to real-life phenomena. This study aims to examine the psychometric properties of the problem-based chemistry test and to describe students' problem-solving skills. The test consisted of five essay-based problem-solving items administered to 123 first-year biology education students enrolled in a general chemistry course. Data were analyzed using EFA with SPSS 25 and Rasch Model with Winsteps Software version 3.73. The results indicated that all items fit the Rasch Model and demonstrated good item reliability, with a range of difficulty levels. However, person reliability was low, suggesting that the test had limited sensitivity in differentiating students' ability levels. Analysis of students' abilities revealed that most students were classified as having low to very low problem-solving skills, while a smaller proportion demonstrated moderate to high ability. A substantial number of persons misfit were identified, indicating irregular response patterns that may be influenced by test-taking behavior or the open-ended nature of the items. These findings suggest that the test is suitable for formative and diagnostic assessment of problem-solving skills in basic chemistry; however, further refinement and additional items are suggested to improve measurement precision.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-05-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/3001</dc:identifier>
	<dc:identifier>10.46843/jiecr.v7i3.3001</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 7, No 3 (2026); 564-578</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/3001/414</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>