Item Difficulty Level Research Articles

Pengembangan Instrumen Tes Pengetahuan Metakognitif pada Materi Pokok Asam Basa

The objective of the study is to examine the quality of metacognitive knowledge test instrument on Acid-Base subject. The metacognitive knowledge is a deep awareness and understanding on the process and product of cognition possessed by the students. This study is a Research and Development (R&D) using Plomp’s development model which consisted of 5 stages, namely (1) initial investigation stage, (2) design stage, (3) realization stage, (4) test, evaluation, and revision stage, and (5) implementation stage. The test subject of the research was grade XI MIPA 1 at SMAN 1 Makassar with 33 students. The result of the content of questions validity based on the three experts confirmed as valid with CVI value 1 in very appropriate category. The test result of students’ response questionnaire is stated as meet the criteria because it indicates positive response by 77.78%. The analysis result of items validity is stated as valid category, rcount (Corrected Item Total Correlation) > rtable by 0.344; whereas, the items reliability is stated as reliable with the value of 0.827 which is in high category. The analysis of the average difficulty level of items is 0.61 with moderate criteria. The test instrument of distractor power shows good category with the average 0.44. The analysis result of the students’ metacognitive knowledge level obtains the average of good category by 66.47%.

The impact of implementing auditory intellectually repetition (air) learning model based on learning community for students’ creative thinking skills

The aim of the research is to know the impact of implementing Auditory Intellectually Repetition (AIR) learning model based on learning community for student’s creative thinking skill. The research subjects were Indonesian second-grade students of junior secondary school in class VIIIB as the experimental class and class VIIIA students as the control class. Quasi Experimental is used as quantitative research designs. Data collection methods are observation, pre-test, and post-test. Instrument testing and analysis were carried out before conducting tests to measure discriminatory power, difficulty level of test items, reliability, and validity. Analysis of the data in the affective and psychomotor domains used descriptive techniques, cognitive domains using prerequisite testing, similarity of initial ability averages, and hypothesis testing. The results show that the learning instrument has reached values above 4.0 so that they are declared valid and feasible to be used for the learning process with the aim of exploring students’ creative thinking skills. The application of the AIR learning model based on learning community give a positive effect on the students’ creative thinking skill. The average achievement aspect of student’s creative thinking skills in the experimental class is higher than the control class.

Analysis of Quality of Critical Thinking Skills Test Based on Item Response Theory Using R-Program

This research aims to describe the quality of critical thinking skill test of fluid mechanics material in senior high schools in Makassar City. The emphasis is the content validity aspect, the characteristics of each item for the One-Parameter Logistic (1PL) model, the Two-Parameter Logistic (2PL) model, dan the Three-Parameter Logistic (3PL) model. It is a descriptive quantitative research with the subject of all student responses to the critical thinking skills test of fluid mechanics material at senior high schools in Makassar City. There were 726 student responses. The data were collected online by google form and analyzed by using descriptive quantitative technique. The results showed that the critical thinking skill test of fluid mechanics material had fulfilled the content validity. Analysis of the quality of CTS test items showed that the models of 1PL, 2PL, and 3PL were all consistent, showing that the test items were mostly able to discriminate the high abilitytestees from the low abilitytestees. Of the three logistic model approaches used to estimate the parameters of item difficulty level, item discrimination, and guess factor, the 3PL model is better than the other twomodels.

Reliability and Validity of the School Function Assessment for Children with Disabilities in Korea: Applying Rasch Analysis

ABSTRACT This study verified validity and reliability of the School Function Assessment (SFA) using Rasch analysis in South Korean school-based occupational therapy sites serving children with intellectual disabilities and others. Participants were 103 elementary school children (grades 1 through 6) with disabilities. Rasch analysis revealed several misfitting items. Difficulty levels of items, presented in hierarchical order, were very different from those found at the time of development of the SFA. Results for the rating scale fit showed that a 4-point scale, rather than the existing 6-point scale, was more appropriate for several parts of the SFA in the Korean context. Separation reliability ranged from good to very good, with coefficients from .85 to .99. This study contributes to the literature by verifying the reliability and validity of the SFA for students who need school-based occupational therapy in Korea using Rasch analysis, with a focus on applying it to children with intellectual disabilities and autistic spectrum disorders. For more efficient application of the SFA in South Korea in the future, it remains necessary to modify the misfitting items, rearrange their difficulty levels, and properly adjust the rating scales rather than evaluating items by literally translating them into Korean.

The impact of the difficulty level of compromised common items on IRT scaling and equating under the common item equating design

The common item equating design requires two forms of a test which have a set of items in common in order to control for differences in examinee ability. The common set is subject to compromise when it is used repeatedly, which most likely becomes a serious threat to test fairness. If cheating occurs on common items, the equating process produces inaccurate results which might vary as a result of common item difficulty. This simulation study was conducted to evaluate the impact of the difficulty level of compromised common items on the equating process. The recovery of scaling coefficients and equated scores was assessed using bias and RMSE under various cheating conditions. The results indicated that cheating on higher-difficulty common items produced the most overestimation in the scaling coefficients; which, in turn, caused the most inflation in equating true scores for all test takers, whether they engage in cheating or not.

The Application of Item Response Theory in Analysis of Characteristics of Mathematical Literacy Test Items

This study aims to analyze the mathematical literacy abilities of students using IRT with the GPCM approach. The results of the model compatibility test show that the GPCM is suitable for analyzing mathematical literacy test instruments with 4 levels of mathematical literacy. The results of the item parameter estimation show that there is 1 level of mathematical literacy which has a high category for item discrimination, while the other 3 levels have a medium category. Based on item difficulty levels, 1 level of mathematical literacy has a difficult category, while 3 levels have easy categories. Most students are at the level of ability 0 < θ < 1, and there are 52% of students above the average mathematical literacy. Based on the test information function and the standard error shows that the mathematical literacy instrument is suitable for students with the ability -2 < θ < -0.5.

The lexical analysis of two works by Ernest Hemingway and F. Scott Fitzgerald

The scientific field of computational linguistics can significantly contribute to the analysis of literary texts from a variety of perspectives, including educational ones. The purpose of the present study is to investigate and analyze literary texts with the help of computational linguistics devices, with special focus on the difficulty level of vocabulary items, the general vocabulary profile analysis regarding the frequency of occurrence, and the sentence length of selected texts, on which research questions of the present study are based. Ernest Hemingway’s work Big Two-Hearted River – Part I., and F. Scott Fitzgerald’s The Great Gatsby, were analyzed. It is hypothesized, based on previous research, that the words used in Hemingway’s prose will fall into a lower reading difficulty range than that of Fitzgerald’s, and that Hemingway’s style will generally be simpler than that of Fitzgerald’s in terms of syntactic structures and sentence length. Their writings were analyzed with the help of computational linguistics tools. Comparing the text profiles of Hemingway and Fitzgerald for the level of difficulty, it can be concluded that the vocabulary level of their writings is not significantly different. Yet, Fitzgerald’s prose contains significantly longer and more elaborate sentences. Language technology appliances may contribute to the critical, detailed and effective analysis of literary works, contributing to other benefits, including language teaching.

The Difficulties of X Grade High School Students in Palangka Raya City Academic Year of 2018/2019 in Understanding Chemical Bond Concept using Two-Tier Multiple Choice

The concept of chemical bonds is one of the concepts that students are less familiar with, so there is a need for a diagnostic test to determine students' difficulty. This study aims to describe students' difficulties in understanding the concept of chemical bonds using two-tier multiple-choice which includes the following sub: (1) stable electron configuration, (2) valence electrons, (3) ionic bonds, (4) covalent bonds, and (5) metal bonds. The subjects of this study were students of class X MIA from SMA Negeri 1 Palangka Raya, SMA Negeri 3 Palangka Raya, and SMA Negeri 4 Palangka Raya with a total number of research subjects being 335 students. Students' difficulties in understanding the concept of chemical bonds were expressed using the Tes Kemampuan Ikatan Kimia (TKIK) form two-tier multiple choice of 15 questions and interviews to confirm the students' difficulty. The test results of TKIK showed a reliability of 0.68, an item discrimination power of 0.5, and an item difficulty level of 0.41. The results showed that the difficulty of the students in understanding the concept of chemical bonds with the percentage of the most difficult to easy difficulties was in order to determine the covalent bonds of 58.7%, determined the ionic bond at 55.4%, determined the metal bond at 54.3%, determined the stable electron configuration of 35.8%, and determine the valence electrons at 35.1%.

A motivational factors assessment instrument for medication management center employees providing medication therapy management services: A Rasch analysis

BackgroundTelephonic medication management centers (MMCs) provide medication therapy management services to help alleviate medication-related issues and improve health outcomes. Motivation factors driving the performance of MMC personnel are key components in achieving these goals. Yet, published literature is limited on how motivation affects MMC personnel performance. ObjectiveTo assess validity and reliability of the employee motivation questionnaire (EMQ), a 19-item measure of barriers and facilitators to motivation associated with MMC employees’ work performance. MethodsPharmacist, nurse, pharmacy technician, and intern employees (N = 534) from 5 telephonic-based U.S. MMCs were invited to complete the electronic EMQ. Rasch analysis was conducted in Winsteps software using a rating scale model. Construct and content validity and reliability were analyzed with employee and item separation index (SI) and reliability coefficient (RC). Linear regression was conducted to test the association of employee characteristics with individual work performance motivation. ResultsA total of 319 employees completed the EMQ, 59.7% response rate. Principal components analysis suggested a unidimensional construct. Employee and item infit and outfit mean squared values met recommended fit criteria (0.5–1.5), suggesting that the data fit the model. An item-person map identified items that were easiest (joy of helping patients) and most difficult (motivated to work harder if incentives were tied to goal achievements) to agree with. Mismatch of employee motivation and item difficulty level on the measurement continuum (−1 to 0.92 logits) indicated a need for additional items that employees perceive as more difficult to agree with. The employee RC was 0.81 and the SI was 2.04; whereas, the item RC was 0.97 and the SI was 5.94. None of the variables tested illustrated statistically significant associations with the person motivation measure. ConclusionsThe EMQ illustrated reasonable content validity, good construct validity, and reliability evidence when used to measure motivation factors among MMC employees. Consideration of employee motivation factors may help to better meet MMC program goals and improve patient outcomes.

Rasch Analysis of the Korean Parenting Stress Index Short Form (K-PSI-SF) in Mothers of Children with Cerebral Palsy

The purpose of this study was to investigate the psychometric characteristics of the Korean Parenting Stress Index Short Form (K-PSI-SF) for mothers of children with cerebral palsy (CP) by using a Rasch analysis. The participants were 114 mothers of children with CP whose ages ranged from 2.79 to 11.90 years. The K-PSI-SF consists of 36 items, with a 5-point Likert scale grading along three subscales (Parent Distress, Parent–Child Dysfunctional Interaction, and Difficult Child). The response data were analyzed, and we determined the item fitness and item difficulty, rating scale fit, and separation index. The results show that two items did not have the required fitness. After these two items were deleted, the means of the 34 items in two of the subscales were statistically different from those of the original 36 items. Our analysis of the item difficulty identified the need to add easier question items. The 5-point Likert scale used in the questionnaire was found to be appropriate. This significance of this study is that it suggested the need to modify item fitness and difficulty level, as it identified the psychometric characteristics of the K-PSI-SF through a Rasch analysis based on the item response theory.

Item analysis: basic concepts of physics students in geometric optics

The purpose of this study was to analyze students' items and abilities—the analysis for mapping test instruments and students' basic concepts regarding optics subjects before lectures are held. The test participants were 35 physics students. The analysis model of item response theory is a one-parameter logistic model or Rasch Model with the scope of analysis of the level of item difficulty, student ability, and statements that fit the item response model. Analysis of item responses and student responses carried out using Winstep version 3.73 software. The results of the qualitative analysis of the test items consisted of memory (C1) analysis (C4). The quantitative analysis using the Rasch model showed that 35% of the total items were difficult category items. For the suitability of test items in the instrument by 85% of items fit or generally function in measurement, more than 57% of students have the geometric optical ability in logit values of 0 to 1. The results of item analysis and student ability become information for teachers to design courses such as method selection, project implementation strategies, and assessments are undertaken.

The Development of HOTS Test Instrument of Thermodynamics Law for Senior High School

The main analysis in developing assessment instruments is reliability and validity. A validity test is carried out to determine the appropriateness instrument that will be developed, both construction validity and content validity. The reliability test is to determine the level of consistency of the instrument that has been developed. This research was conducted to develop the HOTS ability to test items for high school students. The grid test instruments are arranged based on competence and HOTS indicators, which are then used to arrange items. The test instrument consisted of ten question items relating to the HOTS Thermodynamic Law problem, which included: 1) analyzing the magnitude of engine efficiency, work, heat, and internal energy changes, 2) evaluating Carnot's efficiency, and 3) creating a heat engine. The assessment of the instrument HOTS test obtained Aiken's V score in the range of 0.83 to 0.94, which is in the valid criteria. The validated instrument was piloted in 141 science grade XI student in High School 2 Batang, at Batang Regency, Central Java. The level difficulty of the Polytomous data was analyzed using the QUEST program for classical analysis and PARSCALE 4 for modern analytical theory based on the Partial Credit Model (PCM). The results of data analysis of the experimental items show that of the ten-question items, all are compatible with PCM. The reliability of the test instrument is 0.84, and the item difficulty level is in the range of 0.83 to 1.22. Information functions and Standard Error Measurement (SEM) indicate that test questions developed reliably to measure HOTS students' ability with an average category in -1.9 &lt;θ &lt;+1.7 logit scale with SEM ± 0.5.

Measuring quality as students problem solving skill development in mathematics: The case of grades 9 and 10 students in Addis Kidame Secondary School, Amhara Region, Ethiopia

Quality in education is an amorphous term where no two people can exactly communicate. However, there is a growing trend that quality should be viewed in terms of learning improvement. Thus, this study intends to examine the status of students’ problem solving skill in mathematics. Particularly, this study aims at measuring grades 9 and 10 students’ problem solving skill improvement in mathematics. This study also compared male and female students’ problem solving skill in mathematics. A total of 284 students (142 female and 142 male) were selected using stratified random sampling technique from grades 9 and 10 students. Fifteen problem solving skill test items with five levels of difficulty were constructed based on the conceptual framework, which was suggested by the Department of Mathematics and Computer Science of Saint Louis University and Mara University of Technology. The results of the analysis unraveled that grades 9 and 10 students have low level of problem solving skill in mathematics. As the difficulty level of items increases, there appeared to be significant difference on students’ problem solving skill in favor of male students. Based on the results, the researchers noted that problem solving skill is the result of the combination of a multitude of human skills. It is also manifested in several ways, such as, thinking, reasoning, doing things, etc. Thus, to measure the problem solving skill of people, a combination of tests that address several components of problem solving should be used. Moreover, the problem solving skill development requires models that could possibly help the students to emulate the skill. To this end, teachers should develop their problem solving skill and thereby become good models for their respective students.

Item Analysis of Islamic Education For Class VIII at Junior High School 1 Jetis Ponorogo

Education is a conscious activity that is intentional and planned to achieve a goal, then to achieve these objectives it is necessary to evaluate. The success of the evaluation activity can be seen from the making of questions, the implementation of the test and how the teacher can process the results of the test. The study’s aims to determine the quality of the items of the Midterm Exam for Islamic Religious Education 7 th grade at Junior High School 1 Jetis Ponorogo 2019/2020 Academic Year in terms of validity, reliability, difficulty level, and different power. This research is a descriptive qualitative research. The object of this study is the Midterm Exam Subjects for Islamic Religious Education 7 th grade at Junior High School 1 Jetis Ponorogo Academic Year 2019/2020 consisting of 20 multiple choice exam questions and 5 test items for essay/essay. The data collection technique this time uses the documentation method in the form of midterm examination scores. The results showed that: (1) the validity test, for multiple choice questions totaling 20 items in total was declared valid, as well as for the problem description / essay which totaled 5 items in total were declared valid. (2) the reliability test, in the form of multiple choice questions have a low reliability index of 0.654, as well as for the form of description / essay questions have a low reliability index of 0.529. (3) difficult level test, the form of multiple choice questions categorized as hard is 1 item (5%), 13 items (65%), easy 6 items (30%) and for the form of questions / essay questions are not available, while 3 items are (60%), easily 2 items (40%). (4) different power test problems, the form of multiple choice questions categorized as bad 6 items (30%), enough 13 items (65%), good 1 item (5%), very good none and for the form of question items / essays categorized as bad 1 item (20%), enough 2 items (40%), good 2 items (20%) absolutely nothing. (5) the quality of items in multiple choice questions including good quality is 14 items (70%), the quality is quite good 2 items (10%), and the quality is not good 4 items (20%) and for the description / essay questions included good quality is 3 items (60%), good quality is 1 item (20%), and quality is not good 1 item (20%). Based on the findings, then to improve the quality of the midterm examination even in the Islamic Religious Education subjects of 7 th grade at Junior High School 1 Jetis Ponorogo, teachers should pay more attention to the item indicators both in terms of validity, reliability, difficulty level and different power of items to be tested.

Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE)

&lt;p class="p1"&gt;&lt;span class="s1"&gt;This study aims to develop a Three-tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE) to diagnose high school students’ misconceptions related to this topic. TT-DICE consists of thirty items, asking for students’ answers, reasonings, and levels of confidence. Three-stages development models developed by Treagust applied in developing TT-DICE. First-stage was a literature study to analyze the main concepts and students’ misconceptions in CE. The next step is the development of the TT-DICE prototype, consisting of item development, preliminary experiments, interviews, and revisions. The third stage of validity checking starts with content validation by experts and practitioners. A field test conducted to determine the reliability and quality variables are supporting TT-DICE items. These variables are Item Validity (IV), Difficulty Level (DL), Discrimination Index (DI), and effectiveness of distractors. Content validity by validators showed that the TT-DICE is valid with a very high category (96.1%). The results of item validity show that 88.9% of the items are valid. Testing of DL, DI, and the effectiveness of distractors in general, shows a good category. The Reliability of the three-tiers TTDICE using Alpha Cronbach is a high and very high category, respectively (0.83, 0.81 &amp;amp; 0.91). The overall validity test results also concluded if the TT-DICE is valid, reliable, and suitable to diagnose misconceptions of Chemical Equilibrium.&lt;/span&gt;&lt;/p&gt;

Combination of fuzzy and cognitive theories for adaptive e-assessment

A crucial factor for successful educational results in computer-based educational systems and e-learning systems is the learner’s assessment. Assessment is more effective when it is tailored to each individual student’s learning needs and abilities. Therefore, a significant research challenge is to create tests that include exercises/questions/activities etc., which conform to each learner’s knowledge level and learning needs and abilities. This goal constitutes the need for creating adaptive tests. However, the area of adaptive e-assessment has not yet been explored sufficiently and thus there is scope for a lot of improvement. To this end, in this paper we present a novel solution for adaptive e-assessment. The novelty and significance lie in the blending of fuzzy logic and cognitive theories for further enhancing the personalization and adaptivity in e-assessment. Particularly, fuzzy sets are used to describe the knowledge level of students in a more realistic way. Furthermore, the cognitive theory of Revised Bloom Taxonomy is used to express the learning objectives that are required to be assessed through the created test. In addition, a fuzzy rule-based reasoner, which decides about the number and the difficulty level of the test items that have to be included into the created personalized test for each level of the Revised Bloom Taxonomy, is used. The fuzzy rules are applied to the fuzzy sets that describe the learners’ knowledge level. For the formation of the fuzzy sets and rules, the opinion of several tutors, holding experience in the educational process and instruction, was taken into consideration. The created adaptive test comprises distinct test items based on the individual learning needs of each student. The presented method has been used in two tutoring systems and has been fully evaluated. The evaluation results show great accuracy in the selection of test items for each individual student.

Differential Item Functioning Effect Size From the Multigroup Confirmatory Factor Analysis for a Meta-Analysis: A Simulation Study.

This study presents a new approach to synthesizing differential item functioning (DIF) effect size: First, using correlation matrices from each study, we perform a multigroup confirmatory factor analysis (MGCFA) that examines measurement invariance of a test item between two subgroups (i.e., focal and reference groups). Then we synthesize, across the studies, the differences in the estimated factor loadings between the two subgroups, resulting in a meta-analytic summary of the MGCFA effect sizes (MGCFA-ES). The performance of this new approach was examined using a Monte Carlo simulation, where we created 108 conditions by four factors: (1) three levels of item difficulty, (2) four magnitudes of DIF, (3) three levels of sample size, and (4) three types of correlation matrix (tetrachoric, adjusted Pearson, and Pearson). Results indicate that when MGCFA is fitted to tetrachoric correlation matrices, the meta-analytic summary of the MGCFA-ES performed best in terms of bias and mean square error values, 95% confidence interval coverages, empirical standard errors, Type I error rates, and statistical power; and reasonably well with adjusted Pearson correlation matrices. In addition, when tetrachoric correlation matrices are used, a meta-analytic summary of the MGCFA-ES performed well, particularly, under the condition that a high difficulty item with a large DIF was administered to a large sample size. Our result offers an option for synthesizing the magnitude of DIF on a flagged item across studies in practice.

IB DP 수학 내용 및 교수・학습 특징에 근거한 고등학교 수학교육의 방향

International Baccalaureate (IB) is a well-known international curriculum developed by the International Baccalaureate Organization (IBO) in 1968. IB’s purpose is to nurture global talent with creativity and international minds and so many countries globally such as France, Spain, and Japan have adopted the IB curriculum. This study analyzed mathematics contents and teaching and learning approaches of the IB DP which is a high school level curriculum and interviewed a mathematics teacher working for an IB DP school. As a result, the IB DP comprises a higher level of mathematics contents compared with the Korean mathematics curriculum, but guides teachers to provide conceptually-focused lessons by controlling the difficulty level of assessment items Additionally, the IB DP emphasizes inquiry-based teaching and learning approaches, use of technology, connections of mathematics and other subjects, and the consistency of teaching and learning and assessment. Based on the results, we suggest the direction of high school mathematics education in regard to mathematics contents, teaching and learning methods, and the consistency of teaching and learning methods and assessments.

The assessment of procedural skills in physiotherapy education: a measurement study using the Rasch model

BackgroundProcedural skills are a key element in the training of future physiotherapists. Procedural skills relate to the acquisition of appropriate motor skills, which allow the safe application of clinical procedures to patients. In order to evaluate procedural skills in physiotherapy education validated assessment instruments are required. Recently the assessment of procedural skills in physiotherapy education (APSPT) tool was developed. The overall aim of this study was to establish the structural validity of the APSPT. In order to do this the following objectives were examined: i) the fit of the items of APSPT to the Rasch-model, ii) the fit of the overall score to the Rasch model, iii) the difficulty of each test item and iv) whether the difficulty levels of the individual test items cover the whole capacity spectrum of students in pre-registration physiotherapy education.MethodsFor this observational cross-sectional measurement properties study a convenience sample of 69 undergraduate pre-registration physiotherapy students of the HES-SO Valais-Wallis was recruited. Participants were instructed to perform a task procedure on a simulated patient. The performance was evaluated with the APSPT. A conditional maximum likelihood approach was used to estimate the parameters of a partial credit model for polytomous item responses. Item fit, ordering of thresholds, targeting and goodness of fit to the Rasch model was assessed.ResultsItem fit statistics showed that 25 items of the APSPT showed adequate fit to the Rasch model. Disordering of item thresholds did not occur and the targeting of the APSPT was adequate to measure the abilities of the included participants. Undimensionality and subgroup homogeneity were confirmed.ConclusionThis study presented evidence for the structural validity of the APSPT. Undimensionality of the APSPT was confirmed and therefore presents evidence that the latent dimension of procedural skills in physiotherapy education consists of several subcategories. However, the results should be interpreted with caution given the small sample size.

Construct Validity and Reliability in Content Knowledge of Design and Technology Subject: A Rasch Measurement Model Approaches for Pilot Study

Validity and reliability are the main important issues when developing a new instrument. This pilot study aims to test the validity and reliability of instruments in content knowledge for the Design and Technology subject in Malaysia. The content knowledge of RBT subject instruments that had been prepared consists of 94 dichotomous items and is distributed to 83 teachers. The purpose of the establishment of this instrument is to measure the five main constructs of this study, which is; (1) Introduction to Design and Technology; (2) Introduction to Design Project Management; (3) Product Making; (4) Introduction to Apply Technology; and (5) Introduction to Design and Technology in entrepreneurship. The approach used to examine the validity and reliability of the items and respondents in this study is emanate from the Rasch Measurement Model Approaches which is much more valid and well-grounded compared to just focus on the output produced by Cronbach’s Alpha. The Winsteps software Version 3.73 has been used to check on the functionality of the items in the aspects such as the item reliability and the separation of item-respondent, polarity item, the suitability of the item to measure the construct, the item difficulty level, and the respondent’s ability. It also allows the removal of items based on the statistics of polarity item and the suitability of the item. At the end of the analysis, it is found that there is a total of 10 items that were discarded because they did not meet the inspection criteria specified in accordance to the Rasch Model. The final instrument recorded a total of 84 items that can only be used to measure the five constructs of the study. Since this study was established as a pilot study, then the distribution made to the actual respondents can be carried out to measure the five main constructs of this study. This study shows that the Rasch Model can help researchers build a good instrument as the items constructed offset psychometric standards.