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Psychometric Evaluation of a Critical Thinking Skills Instrument on Renewable Energy Using the Rasch Model

Unnes Physics Education Journal · Vol. 15 No. 1 (2026) · hlm. 46–58

DOI
10.15294/upej.v15i2.53882
ISSN
2503-2313, 2252-6935
Terbit
2026-06-29
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Critical thinking is an essential twenty-first-century skill that enables students to analyze information, evaluate evidence, and make reasoned decisions. Therefore, a high-quality instrument is needed to accurately measure students’ critical thinking skills. This study aimed to analyze the quality of a critical thinking skills instrument on renewable energy using the Rasch model. The study employed a descriptive quantitative design involving 75 tenth-grade students. The instrument consisted of 15 multiple-choice items developed based on Ennis’s critical thinking framework, including basic clarification, bases for a decision, inference, advanced clarification, and supposition and integration. Data were analyzed using the Rasch model through construct validity, reliability, item difficulty, Differential Item Functioning (DIF), and Wright Map analyses. The results showed that the instrument satisfied the unidimensionality requirement, with a raw variance explained by measures of 28.8%. Most items demonstrated acceptable fit to the Rasch model, although one item showed misfit and another required revision. The instrument achieved fair person reliability (0.67), fair item reliability (0.78), and very good internal consistency (Cronbach’s alpha = 0.79). The DIF analysis indicated that all items were free from significant gender bias. Furthermore, the Wright Map revealed a mistargeting condition in which the average student ability exceeded the average item difficulty. Overall, the instrument demonstrated acceptable measurement quality and can be used to assess students’ critical thinking skills on renewable energy topics, although several items require further refinement.

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  • Indonesia University of Education
  • The University of Adelaide
  • Universitas Islam Nusantara
  • State University of Malang
  • Hasanuddin University
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Rekan penulisOrganisasiArtikel bersama
Endi SuhendiIndonesia University of Education2
MuslimAfiliasi tidak diketahui1
Akmal SeptianIndonesia University of Education1
Diana RochintaniawatiIndonesia University of Education1
Endi SuhendiUniversitas Islam Nusantara1
Muhammad Reyza Arief TaqwaIndonesia University of Education1
Handy Faishal RahimState University of Malang1
Andi SuhandiIndonesia University of Education1
Wahyuni HandayaniIndonesia University of Education1
Wawan SetiawanIndonesia University of Education1
Safitri Yosita RatriThe University of Adelaide1
Ayu Resti LestariIndonesia University of Education1
Erni RahmayaniAfiliasi tidak diketahui1
Amalia Weka GaniIndonesia University of Education1
Ida KaniawatiIndonesia University of Education1
Achmad SamsudinIndonesia University of Education1
Iyon SuyanaIndonesia University of Education1
Indah SafitriIndonesia University of Education1
Duden SaepuzamanIndonesia University of Education1
Andhy SetiawanIndonesia University of Education1
Achmad AfandiIndonesia University of Education1
Nuzulira Janeusse FratiwiIndonesia University of Education1
Abdul SalamHasanuddin University1
Nurdini NurdiniIndonesia University of Education1
Abu NawasThe University of Adelaide1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/upej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Psychometric Evaluation of a Critical Thinking Skills Instrument on Renewable Energy Using the Rasch Model</dc:title>
	<dc:creator xml:lang="en">Rapi Alwi Azhar</dc:creator>
	<dc:creator xml:lang="en">Sinaga, Parlindungan </dc:creator>
	<dc:creator xml:lang="en">Danawan, Agus</dc:creator>
	<dc:creator xml:lang="en">Syah, Mohd Khairul Nizam </dc:creator>
	<dc:creator xml:lang="en">Aviyanti, Lina </dc:creator>
	<dc:subject xml:lang="en">Critical thinking skills; Renewable energy; Rasch model; Instrument quality; Physics education</dc:subject>
	<dc:description xml:lang="en">Critical thinking is an essential twenty-first-century skill that enables students to analyze information, evaluate evidence, and make reasoned decisions. Therefore, a high-quality instrument is needed to accurately measure students’ critical thinking skills. This study aimed to analyze the quality of a critical thinking skills instrument on renewable energy using the Rasch model. The study employed a descriptive quantitative design involving 75 tenth-grade students. The instrument consisted of 15 multiple-choice items developed based on Ennis’s critical thinking framework, including basic clarification, bases for a decision, inference, advanced clarification, and supposition and integration. Data were analyzed using the Rasch model through construct validity, reliability, item difficulty, Differential Item Functioning (DIF), and Wright Map analyses. The results showed that the instrument satisfied the unidimensionality requirement, with a raw variance explained by measures of 28.8%. Most items demonstrated acceptable fit to the Rasch model, although one item showed misfit and another required revision. The instrument achieved fair person reliability (0.67), fair item reliability (0.78), and very good internal consistency (Cronbach’s alpha = 0.79). The DIF analysis indicated that all items were free from significant gender bias. Furthermore, the Wright Map revealed a mistargeting condition in which the average student ability exceeded the average item difficulty. Overall, the instrument demonstrated acceptable measurement quality and can be used to assess students’ critical thinking skills on renewable energy topics, although several items require further refinement.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/upej/article/view/53882</dc:identifier>
	<dc:identifier>10.15294/upej.v15i2.53882</dc:identifier>
	<dc:source xml:lang="en">Unnes Physics Education Journal; Vol. 15 No. 1 (2026); 46-58</dc:source>
	<dc:source>2503-2313</dc:source>
	<dc:source>2252-6935</dc:source>
	<dc:source>10.15294/upej.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/upej/article/view/53882/11898</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Physics Education Journal</dc:rights>
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