Abstract
Mastery of concepts was essential for further floating into higher thought processes. This research aims to determine the level of mastery microscope concept in high school students by using the MET (Microscope Essay Test). Mastery of concepts was described through cognitive processes described from indicators of competency achievement. The instrument was developed in the test items and non-tests with a validity of 0.66, which was applied to 24 students consisting of 14 girls and 10 boys in one of Bandung’s private schools. Data were analyzed using the Rasch model with the Winstep software. The results of this study show that the ability to explain and illustrate the function of the Microscope is very high, but aspects of determining the magnification of C4, the length of the C5 Microscope, and the design of the Microscope included in the category are very low. Mastery of Microscope Concepts with MET (Microscope Essay Test) analysis, based on the Rasch model, can be recommended to Educators to use learning models that can improve students’ mastery of concepts.
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