Dwi Rismi Ocy, Wardani Rahayu, Riyan Arthur

Rasch model analysis: Evaluating students' spatial thinking ability in higher-order thinking skills trigonometric comparison assessment (HOTS-TCA)

Introduction

Rasch model analysis: evaluating students' spatial thinking ability in higher-order thinking skills trigonometric comparison assessment (hots-tca). Rasch model analyzes 11th-grade students' spatial thinking in trigonometry HOTS. Reveals how spatial ability affects visualization, 3D problem-solving, and real-world applications, highlighting common misconceptions.

Abstract

This study addresses the critical issue of insufficient spatial thinking abilities among students, which significantly affects their performance in higher-order thinking skills (HOTS) tasks, particularly in trigonometry. Focusing on 11th-grade students in Tanjungpinang, Indonesia, the research investigates how spatial thinking influences the ability to solve trigonometric comparison problems. Employing a mixed-method approach, the study integrates quantitative data from the Higher-Order Thinking Skills in Trigonometric Comparisons Assessment (HOTS-TCA) with qualitative insights from post-test interviews. Rasch Model Analysis evaluates the quality of an assessment instrument by providing measures of respondent abilities and item difficulties, fit statistics to ensure model alignment, reliability, and separation indices for consistency, a Wright Map for visualizing the relationship between skills and difficulties, and checks for unidimensionality and potential item bias to ensure fairness and validity. The Rasch analysis further confirms the reliability and validity of the HOTS-TCA instrument, highlighting its effectiveness in measuring spatial thinking across varying ability levels. The study finds that students with high spatial ability excel in visualizing geometric relationships but struggle with complex three-dimensional tasks. In contrast, medium-ability students have difficulties with mental manipulation and real-world applications, and low-ability students face significant challenges in basic visualization and interpreting geometric structures, leading to frequent misconceptions.

Review

This study presents a crucial investigation into the interplay between students' spatial thinking abilities and their performance in higher-order thinking skills (HOTS) tasks within trigonometry. Focusing on 11th-grade students in Tanjungpinang, Indonesia, the research effectively addresses the identified gap in students' capacity for spatial reasoning, a deficiency acknowledged as significantly impacting their engagement with complex trigonometric problems. The adoption of a mixed-method approach, integrating quantitative data from the Higher-Order Thinking Skills in Trigonometric Comparisons Assessment (HOTS-TCA) with qualitative insights gleaned from post-test interviews, provides a comprehensive framework for understanding this multifaceted issue. A significant strength of the methodology lies in the rigorous application of Rasch Model Analysis. The abstract meticulously outlines the various facets of Rasch analysis employed, including the evaluation of respondent abilities and item difficulties, ensuring model alignment through fit statistics, confirming reliability and separation indices, utilizing a Wright Map for visualization, and checking for unidimensionality and potential item bias. This thorough application not only validates the quality and appropriateness of the HOTS-TCA instrument itself but also affirms its effectiveness in accurately measuring spatial thinking across diverse student ability levels, thereby bolstering the credibility and robustness of the study's quantitative findings. The findings offer valuable insights into the differentiated profiles of students' spatial thinking abilities. High-ability students demonstrate proficiency in visualizing geometric relationships but surprisingly encounter difficulties with complex three-dimensional tasks. In contrast, medium-ability students struggle with mental manipulation and applying concepts to real-world scenarios, while low-ability students face fundamental challenges in basic visualization and interpreting geometric structures, leading to frequent misconceptions. These distinct findings provide a nuanced understanding of specific areas where students at different ability levels require targeted intervention, offering practical implications for instructional design and the development of strategies to enhance spatial thinking in trigonometry education.

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