Abstract
Science education that emphasizes only the count is not relevant at the moment. Students must make scientific reasoning in answering the problem. This study aims to determine students' scientific reasoning abilities in light matter. The method in this research was the descriptive method by using the survey technique. The instrument used is a description test consisting of 8 items of light matter. This test was conducted on 201 students from the eighth-grade junior high school in Banjarmasin selected at random. The RASCH model is used as a processing stage of data from raw data into logit numbers that provide information related to infit, outfit and unidimensionality using a winstep program to achieve this goal, this study investigated the quality of items from Item and person measure, Item Bias, item and person reliability, and variable map. The findings show that the scientific reasoning ability of the eighth-grade students can be at a low level. So researchers should strive to improve students' scientific reasoning abilities in future research.
Highlights
Physics can be interpreted as a science of measurement because everything we know about the world of physics and the principles governing its behaviour has been studied through observations of natural phenomena
The result data will be included in the winstep software which is one of the series in the Rasch model with the data polytomy. Output in this software that is in the form of the Item Measure table, Person Measure, Variable Maps and Reliability which have been converted before becoming a logit number. This logit number must qualify the Mean Square Output (MNSQ), Outfit Z-Standard (ZSTD), Point Measure Correlation (Pt Mean Corr) and Reliability values according to Rasch modelling
Output winstep is in the form of Item Measure table, Person Measure, Variable Maps and Reliability which have been converted before becoming logit number
Summary
Physics can be interpreted as a science of measurement because everything we know about the world of physics and the principles governing its behaviour has been studied through observations of natural phenomena. The purpose of learning physics is the formation of reasoning ability in students reflected through the ability to think logically, critically, and systematically in problems solving, especially in the field of physics (Rangkuti, 2015). In the Curriculum 2013, it is explained that one of the core competencies in learning, especially for grades VIII and IX SMP is to cultivate, decorate, and reason in the realm of concrete and abstract realms as studied in schools and other sources in the same point of view/theory. Scientific reasoning is one of the 21st-century skills that is expected to be taught in the science classroom in an effort to prepare students for their success in facing the challenges of globalization. Scientific reasoning is highly emphasized in new science education standards (Zhou, et al, 2016). The scientific reasoning could be an effective predictor of iJIM ‒ Vol 13, No 7, 2019
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