Graded Response Models on the Curiosity Measurement of Elementary School Students
Herwin Herwin
,
Riana Nurhayati
,
Aprilia Tina Lidyasari
,
Augusto da Costa
Curiosity is one of the most important characters for elementary school students. However, the facts in the field show that the measurement model used.
- Pub. date: February 15, 2023
- Pages: 53-62
- 442 Downloads
- 1058 Views
- 2 Citations
Curiosity is one of the most important characters for elementary school students. However, the facts in the field show that the measurement model used by the teacher to identify the student's curiosity is not yet available in a standardized manner. This study aims to develop a model for measuring the curiosity of elementary school students using the graded response model (GRM) approach. This research uses quantitative method with descriptive type. The research sample used was 236 elementary school students who were randomly selected. Data were collected using a questionnaire of 16 statement items using a Likert scale approach. The data were analyzed using the response item theory approach with the GRM. The results showed that the model for measuring student curiosity in elementary schools had good location parameters, a good discriminant index, a fairly good information function with a small estimation error. The curiosity measurement model in this study can be used as an alternative for teachers to identify students' curiosity in elementary schools.
Keywords: Curiosity measurement, elementary school, graded response models.
References
Agustini, N. L. P. R. E. (2021). Character education for children in Indonesia. Journal of Educational Study, 1(2), 89–94. https://doi.org/10.36663/joes.v1i2.158
Arfani, J. W., & Nakaya, A. (2020). Citizenship education in Indonesia and Japan: A dynamic endeavour to form national character. Citizenship Teaching & Learning, 15(1), 45–62. https://doi.org/10.1386/ctl_00019_1
Auné, S. E., Abal, F. J. P., & Attorresi, H. F. (2019). Application of the graded response model to a scale of empathic behavior. International Journal of Psychological Research, 12(1), 49–56. https://doi.org/10.21500/20112084.3753
Auné, S. E., Abal, F. J. P., & Attorresi, H. F. (2020). Análisis psicométrico mediante la Teoría de la Respuesta al Ítem: Modelización paso a paso de una Escala de Soledad [A psychometric analysis from the item response theory: Step-by-step modelling of a loneliness scale]. Ciencias Psicológicas, 14(1), Article e-2178. https://doi.org/10.22235/cp.v14i1.2179
Ayala, R. J. D. (2022). The theory and practice of item response theory. The Guilford Press. https://l24.im/9pT
Depaoli, S., Tiemensma, J., & Felt, J. M. (2018). Assessment of health surveys: Fitting a multidimensional graded response model. Psychology, Health & Medicine, 23(1), 13–31. https://doi.org/10.1080/13548506.2018.1447136
Falani, I., Akbar, M., & Naga, D. S. (2020). The precision of students’ ability estimation on combinations of item response theory models. International Journal of Instruction, 13(4), 545-558. https://doi.org/10.29333/iji.2020.13434a
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. SAGE Publication, Inc.
Herwin, H., & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773–783. https://doi.org/10.12973/eu-jer.10.2.773
Herwin, H., Tenriawaru, A., & Fane, A. (2019). Math elementary school exam analysis based on the Rasch model. Jurnal Prima Edukasia, 7(2), 106–113. https://doi.org/10.21831/jpe.v7i2.24450
Husnaini, M., Victorynie, I., & Amili, N. (2020). Model of religious character education: A case study in Al-Hilal Islamic Primary School Bekasi, Indonesia. Journal of Social Studies, 16(2), 103–120. https://doi.org/10.21831/jss.v16i2.34706
Junaedi, M., & Syukur, F. (2017). Moral education in Japanese schools a model for improving character education in Indonesia. Analisa: Journal of Social Science and Religion, 2(1), 23–40. https://doi.org/10.18784/analisa.v2i01.416
Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment, 82(3), 291-305. https://doi.org/10.1207/s15327752jpa8203_05
Kennedy, K. J., Fairbrother, G., & Zhao, Z. (2013). Citizenship education in China: Preparing citizens for the “Chinese century". Routledge. https://doi.org/10.4324/9780203797129
Litman, J. A. (2005). Curiosuty and the pleasures of learning: Waiting and lingking new information. Psychology Press, 19(6), 193-814. https://doi.org/10.1080/02699930541000101
Marzuki, I. (2018). Search for character education concept and implementation in Indonesia. International Journal of Education, Information Trechnology, and Others, 1(2), 14–24. https://doi.org/10.5281/zenodo.1493035
Matteucci, M., & Stracqualursi, L. (2006). Student assessment via graded response model. Statistica, 66(4), 435-447. https://doi.org/10.6092/issn.1973-2201/1216
Mirunnisa, M., & Razi, Z. (2021). Analysis of high school students' mathematic critical thinking ability with graded response models. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 1108–1116. https://doi.org/10.33258/birci.v4i1.1719
Moghadamzadeh, A., Salehi, K., & Khodaie, E. (2011). A comparison the information functions of the item and test on one, two and three parametric model of the item response theory (IRT). Procedia-Social and Behavioral Sciences, 29, 1359–1367. https://doi.org/10.1016/j.sbspro.2011.11.374
Nafisa, D., & Hidayah, I. (2021). Critical thinking skill seen from curiosity on independent learning assisted by module. Unnes Journal of Mathematics Education Research, 10(2), 168–174. https://l24.im/PIB
Nurul, D., & Anasha, Z. Z. (2013). Analitycal descriptive study of students' critical mathematic thinking ability through graded response model (GRM). EduMa: Mathematics Eduction Learning and Teaching, 2(2), 1–12. https://doi.org/10.24235/eduma.v2i2.43
Ostini, R., & Nering, M. L. (2005). Polytomous item response theory models. SAGE Publications. https://doi.org/10.4135/9781412985413
Retnawati, H. (2014). Teori respons butir dan penerapannya: Untuk peneliti, praktisi pengukuran dan pengujian, mahasiswa pascasarjana [Item response theory and its application: For researchers, measurement and testing practitioners, graduate students]. Nuha Medika. https://l24.im/codY
Rowson, J. (2012). The Power of curiosity: How linking inquisitiveness to innovation could help to address our energy challenges. RSA Social Brain Centre, 1, 1-40. https://l24.im/FibnH
Sethar, W. A., Pitafi, A., Bhutto, A., Nassani, A. A., Haffar, M., & Kamran, S. M. (2022). Application of item response theory (IRT)-graded response model (GRM) to entrepreneurial ecosystem scale. Sustainability, 14(9), 1-27. https://doi.org/10.3390/su14095532
Singh, A., & Manjaly, J. A. (2022). Using curiosity to improve learning outcomes in schools. SAGE Open, 12(1). https://doi.org/10.1177/21582440211069392
Sujati, H., Sajidan, S., Akhyar, M., & Gunarhadi, G. (2020). Testing the construct validity and reliability of curiosity scale using confirmatory factor analysis. Journal of Educational and Social Research, 10(4), 229-229. https://doi.org/10.36941/jesr-2020-0080
Supriyadi, S., Tias, I. W. U., & Izzatika, A. (2021). The formation of character among students of primary school teacher education in a public higher education institution in Indonesia. International Journal of Educational Studies in Social Sciences, 1(1), 44–48. https://doi.org/10.53402/ijesss.v1i1.8
Suryadi, B., & Putra, M. D. K. (2020). The use of the partner surveillance scale in instagram: Psychometric evaluation based on the graded response model. Jurnal Psikologi, 47(2), 104-120. https://doi.org/10.22146/jpsi.36860
Sutarman, S., Parjiman, P., & Chirzin, M. (2020). The education of character of the vocational high school of Pleret Bantul Yogyakarta Indonesia. Educational Administration Research and Review, 4(1), 68–78. https://doi.org/10.17509/earr.v4i1.26196
Tjabolo, S. A., & Herwin, H. (2020). The influence of teacher certification on the performance of elementary school teachers in Gorontalo Province, Indonesia. International Journal of Instruction, 13(4), 347–360. https://doi.org/10.29333/iji.2020.13422a
Tjabolo, S. A., & Otaya, L. G. (2019). Quality of school exam tests based on item response theory. Universal Journal of Educational Research, 7(10), 2156–2164. https://doi.org/10.13189/ujer.2019.071013
Wulandari, M. A., Farihah, Z. L., Samsudin, A., & Kuswendi, U. (2022). Instill character education during online learning with developing whiteboard animation proclamation-based. Jurnal Prima Edukasia, 10(2), 149–158. https://doi.org/10.21831/jpe.v10i2.48273
Wuryandani, W., & Herwin, H. (2021). The effect of the think–pair–share model on learning outcomes of Civics in elementary school students. Cypriot Journal of Educational Sciences, 16(2), 627–640. https://doi.org/10.18844/cjes.v16i2.5640
Zetriuslita, Z., Wahyudin, W., & Jarnawi, J. (2017). Mathematical critical thinking and curiosity attitude in problem based learning and cognitive conflict strategy: A study in number theory course. International Education Studies, 10(7), 65–78. https://doi.org/10.5539/ies.v10n7p65