Wati Sukmawati, Asep Kadarohman, Omay Sumarna, Wahyu Sopandi, Yusnidar Yusuf, F. Fitriani
This study uses the RADEC model - Read, Answer, Discuss, Explain, and Create—to examine students' conceptual comprehension and identify misconceptions they have about the learning resources they are using. The research methodology makes use of descriptive quantitative data that is processed through analysis of the Rasch model's response pattern. Data was collected using multiple-choice test instruments, with 10 questions with concept material on classification, structure, and material properties, as well as the basic laws of chemistry. Respondents were taken randomly from as many as 20 people. Based on the data obtained, the questions were categorized into 10% (very difficult), 40% (difficult), 30% (easy), and 20% (very easy). In addition, based on their level of understanding, students were grouped into groups of 20% (high), 35% (moderate), and 45% (low). Almost all high-ability students have difficulties understanding the basic law concepts of matter at level 2. The same students find it relatively easy to understand the structure and properties of matter at level 1 and relate material concepts macroscopically and sub-microscopically at level 3. This discovery is anticipated to serve as a guideline for other studies to specify processes in integrating diagnostic and summative measurement findings with the Rasch model in order to evaluate conceptual comprehension and diagnose more chemical misunderstandings. © School of Engineering, Taylor’s University.
Universitas Muhammadiyah Prof. Dr. HAMKA, Jakarta, Indonesia; Universitas Pendidikan Indonesia, Bandung, Indonesia
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