DEVELOPMENT AND VALIDATION OF A TWO-TIER FORMAL REASONING TEST INSTRUMENT FOR HIGH SCHOOL STUDENTS ON THE TOPIC OF ROTATIONAL MOTION
DOI:
https://doi.org/10.31851/Keywords:
Rotational dynamics, formal reasoning, two-tier multiple choice, partial credit model, rasch modelingAbstract
Physics learning requires deep scientific thinking skills, especially in complex topics like rotational dynamics. Unfortunately, current evaluation instruments are still dominated by single-tier formats prone to random guessing and mathematical calculation bias. This study aims to develop and validate a Two-Tier Multiple Choice diagnostic instrument free from mathematical interventions and analyzed using a polytomous Rasch model (Partial Credit Model / PCM). This exploratory research employs a Research and Development (R&D) approach based on Djemari Mardapi's model. The developed instrument consists of 11 paired questions (22 items). Content validity involved 7 expert panels, while empirical testing was conducted on 75 high school students (N=75). Data were analyzed using a 4-category polytomous model via Winsteps to evaluate empirical validity, dimensionality, and item fit. The results show that the instrument meets the essential unidimensionality requirement (1st contrast eigenvalue = 1.68). The calibration yielded ideal average infit and outfit MNSQ values (1.00 and 1.04) and a strong item reliability of 0.80. The monotonic progression of the average logit across the four scoring categories (-0.18, -0.06, 0.12, 0.43 logits) empirically validated the efficacy of the scoring structure. In conclusion, the application of polytomous Rasch analysis to two-tier tests accurately diagnoses students' formal reasoning barriers without being distorted by basic mathematical flaws
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