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Assessing the Measurement Quality of a Model Lecturer TPACK Instrument: Evidence from Rasch Analysis

Educational Leadership and Management Journal · Vol. 4 No. 1 (2026) · hlm. 141–159

DOI
10.22437/element.v4i1.56664
ISSN
3031-4712
Terbit
2026-06-05
Penerbit
FKIP Universitas Jambi
Bahasa
en

Abstrak

Technological Pedagogical Content Knowledge (TPACK) is a fundamental competency for educators in integrating technology, pedagogy, and content knowledge into effective teaching practices. Ensuring the psychometric quality of TPACK instruments is therefore essential for obtaining accurate and reliable measurement results. This study aimed to evaluate the measurement quality of a TPACK instrument for model lecturers using Rasch Measurement Theory. A quantitative survey design was employed involving 32 respondents who completed a 25-item TPACK questionnaire using a four-point Likert scale. Data were analyzed using WINSTEPS to examine respondent reliability, item reliability, item fit, item difficulty, and rating scale functioning. The results indicated excellent respondent reliability (0.91) and person separation (3.24), demonstrating that the instrument effectively differentiated respondents across multiple competency levels. However, item reliability (0.45) and item separation (0.91) revealed limited variation in item difficulty. The item difficulty measures ranged from −0.68 to 1.43 logits, with PCK4 identified as the most difficult item and TK1 and TK4 as the easiest. Most items fit the Rasch model, although several items (CK1, CK2, PK3, PCK4, and TPACK1) exhibited misfit characteristics requiring revision. Rating scale analysis showed that the four-point Likert categories generally functioned as intended, but response concentrations in the upper categories suggested a potential ceiling effect and limited discrimination among higher-ability respondents. The novelty of this study lies in the comprehensive application of Rasch Measurement Theory to evaluate a TPACK instrument within a Lesson Study context. The findings provide empirical evidence for improving instrument quality through item refinement, broader difficulty calibration, and optimization of response categories. This study contributes to the development of more valid and reliable assessment tools for measuring technology integration competencies in physics education and professional development programs.

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  • Universitas Jambi
  • Pusat Vulkanologi dan Mitigasi Bencana Geologi
  • Yogyakarta State University
  • Universitas Airlangga
  • Sunan Gunung Djati State Islamic University Bandung
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Rekan penulisOrganisasiArtikel bersama
Sofnidar SofnidarUniversitas Jambi3
Nizlel HudaUniversitas Jambi2
Khairul AnwarUniversitas Jambi2
Aulia SanovaUniversitas Jambi2
Afreni HamidahUniversitas Jambi2
Indryani IndryaniUniversitas Jambi2
Annisa Elfi RahmiUniversitas Jambi1
Febriati NabilaUniversitas Jambi1
Dellya SeptrianiUniversitas Jambi1
Prily Safa MarwaUniversitas Jambi1
Putri Hepta AmandaUniversitas Jambi1
Rabiah Al AdawiyahUniversitas Jambi1
Febri Berthalita PujaningsihUniversitas Jambi1
Alrizal AlrizalUniversitas Jambi1
Athanasius CiptaPusat Vulkanologi dan Mitigasi Bencana Geologi1
Kharisma Nur KholifahUniversitas Jambi1
Neneng LestariUniversitas Jambi1
Haryanto HaryantoYogyakarta State University1
Abu BakarUniversitas Airlangga1
Uce LestariUniversitas Jambi1
Mardian PeslinofUniversitas Jambi1
Nyimas MuazzomiUniversitas Jambi1
Sri PurwaningsihUniversitas Jambi1
Haerul PathoniUniversitas Jambi1
Dian Pertiwi RasmiUniversitas Jambi1
Pinta MurniUniversitas Jambi1
Ervan Johan WicaksanaUniversitas Jambi1
Desfaur NataliaUniversitas Jambi1
Nabella winanda AuliaUniversitas Jambi1
Ratna Sari DewiSunan Gunung Djati State Islamic University Bandung1
Retni Sulistyoning BudiartiUniversitas Jambi1
Khairul AnwarAfiliasi tidak diketahui1
Tiara Ratu BalqisUniversitas Jambi1
Siti KhoiriahUniversitas Jambi1
Erisa KurniatiUniversitas Jambi1
Erivan Afri RantiUniversitas Jambi1
Ludiana AnjarwatiUniversitas Jambi1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/element/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">Assessing the Measurement Quality of a Model Lecturer TPACK Instrument: Evidence from Rasch Analysis</dc:title>
	<dc:creator xml:lang="en">Susanti, Nova</dc:creator>
	<dc:creator xml:lang="en">Iriani, Dewi</dc:creator>
	<dc:creator xml:lang="en">Aina, Mia</dc:creator>
	<dc:subject xml:lang="en">TPACK</dc:subject>
	<dc:subject xml:lang="en">Rasch Measurement Theory</dc:subject>
	<dc:subject xml:lang="en">Instrument Validation</dc:subject>
	<dc:subject xml:lang="en">Physics Education</dc:subject>
	<dc:subject xml:lang="en">Psychometric Evaluation</dc:subject>
	<dc:subject xml:lang="en">Lesson Study</dc:subject>
	<dc:description xml:lang="en">Technological Pedagogical Content Knowledge (TPACK) is a fundamental competency for educators in integrating technology, pedagogy, and content knowledge into effective teaching practices. Ensuring the psychometric quality of TPACK instruments is therefore essential for obtaining accurate and reliable measurement results. This study aimed to evaluate the measurement quality of a TPACK instrument for model lecturers using Rasch Measurement Theory. A quantitative survey design was employed involving 32 respondents who completed a 25-item TPACK questionnaire using a four-point Likert scale. Data were analyzed using WINSTEPS to examine respondent reliability, item reliability, item fit, item difficulty, and rating scale functioning. The results indicated excellent respondent reliability (0.91) and person separation (3.24), demonstrating that the instrument effectively differentiated respondents across multiple competency levels. However, item reliability (0.45) and item separation (0.91) revealed limited variation in item difficulty. The item difficulty measures ranged from −0.68 to 1.43 logits, with PCK4 identified as the most difficult item and TK1 and TK4 as the easiest. Most items fit the Rasch model, although several items (CK1, CK2, PK3, PCK4, and TPACK1) exhibited misfit characteristics requiring revision. Rating scale analysis showed that the four-point Likert categories generally functioned as intended, but response concentrations in the upper categories suggested a potential ceiling effect and limited discrimination among higher-ability respondents. The novelty of this study lies in the comprehensive application of Rasch Measurement Theory to evaluate a TPACK instrument within a Lesson Study context. The findings provide empirical evidence for improving instrument quality through item refinement, broader difficulty calibration, and optimization of response categories. This study contributes to the development of more valid and reliable assessment tools for measuring technology integration competencies in physics education and professional development programs.</dc:description>
	<dc:publisher xml:lang="en">FKIP Universitas Jambi</dc:publisher>
	<dc:date>2026-06-05</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/element/article/view/56664</dc:identifier>
	<dc:identifier>10.22437/element.v4i1.56664</dc:identifier>
	<dc:source xml:lang="en">Educational Leadership and Management Journal; Vol. 4 No. 1 (2026):  Element - 2026; 141-159</dc:source>
	<dc:source>3031-4712</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/element/article/view/56664/24587</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Educational Leadership and Management Journal</dc:rights>
</oai_dc:dc>