Evaluating the Quality of a Physics Problem-Solving Ability Instrument on Sound Wave Material Using the Rasch Measurement Model

Rahma Alliya Aqquilla; Hera Novia; Nurdini

doi:10.26877/lpt.v5i3.926

Authors

Rahma Alliya Aqquilla Physics Education Study Program, Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Author https://orcid.org/0009-0007-0044-8832
Hera Novia Physics Education Study Program, Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Author https://orcid.org/0000-0003-0851-6450
Nurdini Physics Education Study Program, Faculty of Mathematics and Natural Science Education, Universitas Pendidikan Indonesia Author https://orcid.org/0000-0002-0458-3421

DOI:

https://doi.org/10.26877/lpt.v5i3.926

Keywords:

physics problem solving, Rasch Model, Assessment Instrument, sound waves, psychometric analysis

Abstract

This study aims to analyze the psychometric characteristics of a physics problem-solving ability test instrument on sound wave material using the Rasch model. A descriptive quantitative method was employed, and data were analyzed using Minifacet software. The instrument consisted of eight essay items developed based on Polya’s four stages of problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back. The instrument was administered to 74 Grade XI students from a public senior high school in Cimahi City selected through purposive sampling. Data analysis focused on five aspects: construct validity (unidimensionality), item fit, reliability, item difficulty, and discriminating power. The results showed that the variance explained by Rasch measures reached 57.91%, indicating good unidimensionality. All items met the Rasch model fit criteria and were empirically valid. The instrument achieved an item reliability coefficient of 0.98, categorized as excellent. Item difficulty analysis classified three items as easy (1a, 1c, and 2a), three as moderate (1b, 1d, and 2c), and two as difficult (2b and 2d), demonstrating a balanced distribution of difficulty levels across Polya’s problem-solving stages. In addition, all items exhibited very good discriminating power, with Point Measure Correlation values ranging from 0.57 to 0.80. These findings indicate that the instrument is suitable for objectively measuring students’ physics problem-solving ability on sound wave material. Further development is recommended by expanding the number of items and involving a larger sample to improve generalizability.

Downloads

Download data is not yet available.

References

Aiken, L. R. (1985). Three Coefficients for Analyzing the Reliability and Validity of Ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Amiroh, D., Sibua, S., & Salim, A. (2021). Pendekatan Multi Representasi untuk Meningkatkan Penguasaan Konsep dan Pemecahan Masalah Mahasiswa pada Materi Gelombang. BRILIANT: Jurnal Riset Dan Konseptual, 6(2), 290–302. https://doi.org/10.28926/briliant.v6i2.615

Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43, 561–573.

Ardianti, R., Razak, A., Alberida, H., Fadilah, M., & Sari, M. (2024). Analytical Thinking Skill and Problem Solving Skills Instruments in Biology Learning Using Rasch Model. 8(4), 785–795. https://doi.org/10.1007/BF02293814

Boone, W., & Staver, J. (2020). Advances in Rasch Analyses in the Human Sciences.

Docktor, J., Heller, K., & Heller, P. (2007). Robust assessment instrument for student problem solving. AAPT Summer Conference 2007, 2007. http://groups.physics.umn.edu/physed/People/Docktor/talks_papers/AAPT_S2007_abstract_ps.pdf

Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., Mason, A., Ryan, Q. X., & Yang, J. (2016). Assessing student written problem solutions : A problem-solving rubric with application to introductory physics. Physical Review Physics Education Research, 010130, 1–18. https://doi.org/10.1103/PhysRevPhysEducRes.12.010130

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(020119), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119

Dörner, D., & Funke, J. (2017). Complex Problem Solving : What It Is and What It Is Not. Frontiers in Psychology, 8(July), 1–11. https://doi.org/10.3389/fpsyg.2017.01153

Draba, R. E. (1977). The Identification and Interpretation of Item Bias.

Felt, J. M., Castaneda, R., Tiemensma, J., & Depaoli, S. (2017). Using person fit statistics to detect outliers in survey research. Frontiers in Psychology, 8, 863. https://doi.org/10.3389/fpsyg.2017.00863

Fisher, W. P. J. (2007). Rating Scale Instrument Quality Criteria. Rasch Measurement Transactions, 21(1), 1087–1096. http://www.education.uwa.edu.au/Httpwww.Education.Uwa.Edu.Aunews/Rasch_Conference

Frank, A., Akrosumah, S. M., Amenyeke, F. B., & Sekyere, F. A. (2025). Enhancing Students ’ Understanding of Sound and Waves through Multimedia-Supported Instruction : A Mixed-Methods Study in Ghana. TIJER, 12(11), 499–510. https://www.researchgate.net/publication/397935462_Enhancing_Students'_Understanding_of_Sound_and_Waves_through_Multimedia-Supported_Instruction_A_Mixed-Methods_Study_in_Ghana

Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. https://doi.org/10.1177/1529100618808244

Heller, P., & Holla Baugh, M. (1992). Teaching Problem Solving through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups. American Journal of Physics, 60(637). https://doi.org/10.1119/1.17118

Irribarra, D. T. (2018). Rasch Model. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation, 4, 1371–1374. https://doi.org/10.4135/9781506326139.n574

Lestari, P. E., Purwanto, A., & Sakti, I. (2019). Pengembangan instrumen tes keterampilan pemecahan masalah pada konsep usaha dan energi di SMA. 2(3), 161–168. https://doi.org/10.33369/jkf.2.3.161-168

Linacre, J. M. (2002). What do Infit and Outfit, Mean-square and Standardized mean? Rasch Measurement Transactions, 16(2), 878. https://www.researchgate.net/publication/305377322_What_do_infit_and_outfit_mean-square_and_standardized_mean

Listiawan, N. A., Aviyanti, L., & Arifiyanti, F. (2026). Analisis Instrumen Kemampuan Pemecahan Masalah Fisika Pada Materi Kalor Menggunakan Pendekatan Model Rasch. Jurnal Pendidikan, Sains, Gelologi, Dan Geofisika, 7(2). https://doi.org/10.29303/goescienceed.v7i2.1928

Maloney, D. P. (2011). An Overview of Physics Education Research on Problem Solving Abstract : Getting Started in Physics Education Research, 2, 1–33. https://www.compadre.org/repository/document/ServeFile.cfm?ID=11457

Masters, G. N. (1982). A rasch model for partial credit scoring. Psychometrika, 47, 149–174. https://doi.org/10.1007/BF02296272

Maulana, I., Syarah, E., & Nainggolan, E. (2026). Validation of Instrument to Measure Pre-Service Science Teachers Digital Skills : Rasch Model. 11, 1987–1996. https://doi.org/10.29303/jipp.v11i2.4794

Mukhopadhyay, D. R. (2013). Problem Solving In Science Learning - Some Important Considerations of a Teacher. IOSR Journal of Humanities and Social Science, 8(6), 21–25. https://doi.org/10.9790/0837-0862125

Mulyani, S., Efendi, R., & Ramalis, T. R. (2017). Karakterisasi tes keterampilan pemecahan masalah fisika berdasarkan teori respons butir. https://doi.org/10.52434/jpif.v1i1.1006

Musengimana, T., Yadav, L. L., Uwamahoro, J., & Nizeyimana, G. (2025). Assessing physics students ’ problem-solving skills : a baseline investigation. Discover Education, 4(196), 1–16. https://doi.org/10.1007/s44217-025-00640-1

Nurrohmah, I., Aviyanti, L., & Kaniawati, I. (2026). Instrumen Kemampuan Creative Problem Solving Siswa SMA pada Materi Energi Alternatif : Analisis Model Rasch. Jurnal Pendidikan, Sains, Gelologi, Dan Geofisika, 7(2). https://doi.org/10.29303/goescienceed.v7i2.1840

Oktaviani, I., Lestari, P. A., Isnanto, E. P., Putri, K. N., Ardiansyah, M. I., & Suwarto, S. (2026). Analisis Kualitas Butir Soal Tes Biologi Menggunakan Rasch Model. Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA), 07(02), 219–228. https://doi.org/10.56842/jp-ipa.v7i2.1002

Özreçberoğlu, N., & Çağanağa, Ç. K. (2018). Making It Count : Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers ’ Classroom Management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253–1261. https://doi.org/10.29333/ejmste/82536

Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch analysis in physics education research: Why measurement matters. Physical Review Physics Education Research, 15(2), 020111. https://doi.org/10.1103/PhysRevPhysEducRes.15.020111

Polya, G. (1957). How to Solve it. Doubleday Anchor Books.

Putra, R. N., Usman, U., Wahyuni, A. S. A., Sakona, A. A. R., & Setiawan, T. (2025). Analisis Kemampuan Pemecahan Masalah Fisika Peserta Didik Kelas XI Fisika SMA Negeri 2 Makassar. AL-IRSYAD Journal of Physics Education, 4, 99–110. https://doi.org/10.58917/ijpe.v4i2.403

Ramadhani, A. S., & Handayani, I. (2025). Analisis Kualitas Instrumen Minat Belajar dalam Pembelajaran Matematika: Pendekatan Model Rasch. 17, 353–367. https://doi.org/10.26618/sigma.v17i1.18344

Ridwan, I. M., Kaniawati, I., Suhandi, A., & Ramlan, T. (2023). Instrumen Kemampuan Pemecahan Masalah pada Tema Perubahan Iklim : Analisis Rasch Model. DIFFRACTION: Journal for Physics Education and Applied Physics, 5(1), 37–46. https://doi.org/10.37058/diffraction.v5i1.7738

Rokhmat, S., & Hanif, A. (2017). Pengembangan Instrumen Tes Keterampilan Pemecahan Masalah pada Materi Getaran , Gelombang , dan Bunyi. JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), 3, 157–166. https://doi.org/10.21009/1.03206

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Asessment Pendidikan. Trim Komunikata. https://jbse.ulm.ac.id/index.php/PMPIPA/article/view/22/0

Susdelina, S., Perdana, S. A., & Febrian, F. (2018). Analisis Kualitas Instrumen Pengukuran Pemahaman Konsep Persamaan Kuadrat Melalui Teori Tes Klasik dan Rasch Model. Jurnah Kiprah, 1, 41–48. https://doi.org/10.31629/kiprah.v6i1.574

Treffinger, D. J., & Isaksen, S. G. (2005). The History , Development , and Implications for Gifted Education and Talent Development Creative Problem Solving : Gifted Child Quarterly, 49(4), 342–353. https://doi.org/10.1177/001698620504900407

Uto, M. (2021). A multidimensional generalized many ‑ facet Rasch model for rubric ‑ based performance assessment. Behaviormetrika, 48(2), 425–457. https://doi.org/10.1007/s41237-021-00144-w

Wang, J., & Bao, L. (2010). Analyzing Force Concept Inventory with Item Response Theory. American Journal of Physics, 78(10), 1–18. https://doi.org/10.1119/1.3443565