MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL

  • Lijuan Gan Guangxi Normal University
  • Tommy Tanu Wijaya Guangxi Normal University
Keywords: Mathematics core literacy; Rasch Model; Assessment tools; logical reasoning skills.

Abstract

This study aims to develop an evaluation tool to evaluate the overall logical reasoning core literacy skill and understand the differences in logical reasoning skills between students of different classes and genders. The quality of the developed evaluation tool is tested and optimized based on the Rasch model. The measured sample data are processed and analyzed by winsteps software and SPSS software. 122 senior three students from different classes were evaluated by the developed logical reasoning literacy level evaluation tool with good reliability and validity. It was found that the overall logical reasoning skills of senior high school students was concentrated in Level II, and some students could reach Level III; there are obvious differences in the level of logical reasoning skills between the experimental class and the ordinary class. The overall level of the experimental class is higher than that of the ordinary class; there is little difference in the distribution of male and female at the low level, but compared with male, female' literacy Level Is obviously limited after reaching a certain level, so it is difficult to break through and rise to the third level.

References

Ahmad, J., & Siew, N. M. (2021). Curiosity towards stem education: A questionnaire for primary school students. Journal of Baltic Science Education, 20(2), 289–304. https://doi.org/10.33225/jbse/21.20.289
Ayuningtyas, W., Mardiyana, & Pramudya, I. (2019). Students’ responses to the test instruments on geometry reasoning ability in senior high school. Journal of Physics: Conference Series, 1265(1). https://doi.org/10.1088/1742-6596/1265/1/012015
Bayazit, I. (2013). Quality of the Tasks in the New Turkish Elementary Mathematics Textbooks: the Case of Proportional Reasoning. International Journal of Science and Mathematics Education, 11(3), 651–682. https://doi.org/10.1007/s10763-012-9358-8
Bernard, M., & Chotimah, S. (2018). Improve student mathematical reasoning ability with open-ended approach using VBA for powerpoint. AIP Conference Proceedings, 2014(September). https://doi.org/10.1063/1.5054417
Bernhardt, A. C., Yorozu, R., & Medel-Añonuevo, C. (2014). Literacy and life skills education for vulnerable youth: What policy makers can do. International Review of Education, 60(2), 279–288. https://doi.org/10.1007/s11159-014-9419-z
Boone, W. J., & Staver, J. R. (2020). Advances in Rasch Analyses in the Human Sciences. Springer International Publishing AG.
Chotimah, S., Wijaya, T. T., Aprianti, E., Akbar, P., & Bernard, M. (2020). Increasing primary school students ’ reasoning ability on the topic of plane geometry by using hawgent dynamic mathematics software. Journal of Physics: Conference Series, 1657(1), 012009. https://doi.org/10.1088/1742-6596/1657/1/012009
Hidayat, W., Wahyudin, W., & Prabawanto, S. (2018). Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning. Journal of Physics: Conference Series, 948(1). https://doi.org/https://doi.org/10.1088/1742-6596/948/1/012005
Ma, Y., & Qin, X. (2021). Measurement invariance of information, communication and technology (ICT) engagement and its relationship with student academic literacy: Evidence from PISA 2018. Studies in Educational Evaluation, 68(January), 100982. https://doi.org/10.1016/j.stueduc.2021.100982
Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10451-0
Saidi, S. S., & Siew, N. M. (2019). Reliability and Validity Analysis of Statistical Reasoning Test Survey Instrument using the Rasch Measurement Model. International Electronic Journal of Mathematics Education, 14(3), 535–546. https://doi.org/10.29333/iejme/5755
Sumintono, B. (2016). Aplikasi pemodelan Rasch pada asesmen pendidikan: Implementasi penilaian formatif (Assessment for learning). Makalah Dipresentasikan Dalam Kuliah Umum Pada Jurusan Statistika, Institut Teknologi Sepuluh November, Surabaya, 17 Maret 2016., March, 1–19. http://eprints.um.edu.my/15876/1/ITS_rasch_model_asesment_for_learning.pdf
Weller, J. A., Dieckmann, N. F., Tusler, M., Mertz, C. K., Burns, W. J., & Peters, E. (2013). Development and Testing of an Abbreviated Numeracy Scale: A Rasch Analysis Approach. Journal of Behavioral Decision Making, 26(2), 198–212. https://doi.org/10.1002/bdm.1751
Zhang, D., & Qi, C. (2019). Reasoning and proof in eighth-grade mathematics textbooks in China. International Journal of Educational Research, 98(September), 77–90. https://doi.org/10.1016/j.ijer.2019.08.015
Published
2021-11-12
How to Cite
Gan, L., & Wijaya, T. (2021, November 12). MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL. JURNAL MathEdu (Mathematic Education Journal), 4(3), 142-149. https://doi.org/https://doi.org/10.37081/mathedu.v4i3.3247