Analisis Rasch bagi Ujian Pemikiran Sains Keusahawanan dalam Pendidikan STEM Sekolah Rendah
Keywords:
kesahan, kebolehpercayaan, pemikiran sains keusahawanan, Model Pengukuran Rasch
Abstract
Instrumen Ujian Pemikiran Sains Keusahawanan (UPSK) telah dibina bertujuan mengukur pemikiran sains keusahawanan dalam Pendidikan STEM sekolah rendah. Kajian ini bertujuan mennentukan kualiti instrumen UPSK melalui kesahan dan kebolehpercayaan instrumen UPSK melalui Model Pengukuran Rasch. UPSK adalah rangkuman soalan terbuka yang terdiri daripada sepuluh item dengan lima pecahan konstruk iaitu: pemerhatian, idea baharu, inovasi, kreativiti dan nilai. Sampel terdiri daripada 166 orang pelajar yang berusia 10 hingga 11 tahun dari sekolah-sekolah bandar di daerah Tawau, Sabah. Hasil analisis kesahan mendapati polariti item melalui nilai PTMEA-Corr menunjukkan bahawa kesemua 10 item berada >0.00 (+). Melalui analisis kesesuaian item, semua item masih dikekalkan kerana memenuhi syarat dalam salah satu julat outfit MNSQ, Outfit ZSTD dan PTMEA-Corr. Dalam analisis komponen utama (PCA), nilai Raw Variance Explained by Measures 66.8% (cemerlang) dan nilai Unexplained variance dalam kontras pertama di bawah 15% menunjukkan bahawa instrumen mempunyai keekadimensian yang kuat dan mempunyai kesahan konstruk yang tinggi. Kebolehpercayaan Cronbach Alpha (KR-20) menunjukkan nilai 0.91 (sangat tinggi), kebolehpercayaan item 0.98 (cemerlang) dan responden 0.89 (baik) dengan nilai pengasingan item 7.97 dan responden 2.83. Kesimpulannya, UPSK mempunyai kesahan yang baik dan kebolehpercayaan yang tinggi dalam mengukur pemikiran sains keusahawanan dalam kalangan pelajar tahun lima di sekolah rendah di Sabah.
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References
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Bahagian Pembangunan Kurikulum. (2014). Dokumen Standard Kurikulum dan Pentaksiran Sains Tahun Lima. Kementerian Pendidikan Malaysia.
Bond, T G, & Fox, C. M. (2007). Applying the Rasch model. Fundamental measurement in the Human science. New Jersey: Lawrence Earlbaum Associates. Inc. Publicers.
Bond, Trevor G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental measurement in the Human Sciences. Routledge. https://doi.org/10.1017/CBO9781107415324.004
Boone, W. J., & Scantlebury, K. (2005). The role of rasch analysis when conducting science education research utilizing multiple-choice tests. Science Education, 90(2), 253–269. https://doi.org/10.1002/sce.20106
Boone, W. J., Yale, M. S., & Staver, J. R. (2014). Rasch analysis in the human sciences. Dalam Rasch Analysis in the Human Sciences. Springer. https://doi.org/10.1007/978-94-007-6857-4
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
Chen, A. H., Bakar, N. F. A., & Lam, C. S. Y. (2020). Comparison of open-ended and close-ended questions to determine signs and symptoms of eye problems among children. Journal of Optometry, 13(2), 81–87. https://doi.org/10.1016/j.optom.2019.07.002
Clarke, J. S., & Holt, R. (2019). Images of entrepreneurship: Using drawing to explore entrepreneurial experience. Journal of Business Venturing Insights, 11(May), e00129. https://doi.org/10.1016/j.jbvi.2019.e00129
Committee on STEM Education. (2018). Charting a Course for Success: America’s Strategy for STEM Education. In National Science and Technology Council.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-School time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2011.629455
Deane, T., Nomme, K., Jeffery, E., Pollock, C., & Birol, G. (2016). Development of the statistical reasoning in biology concept inventory (SRBCI). CBE Life Sciences Education, 15(1), 1–13. https://doi.org/10.1187/cbe.15-06-0131
Department for Children Schools and Families. (2010). A guide to Enterprise Education.
Deveci, I., & Cepni, S. (2017). The Effect of Entrepreneurship Education Modules Integrated With Science Education on the Entrepreneurial Characteristics of Pre-Service Science Teachers. Socialinis Darbas, 15(2), 56–85. https://doi.org/10.13165/SD-17-15-2-04
Edwards-Schachter, M., García-Granero, A., Sánchez-Barrioluengo, M., Quesada-Pineda, H., & Amara, N. (2015). Disentangling competences: Interrelationships on creativity, innovation and entrepreneurship. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2014.11.006
Edwards, A., & Alcock, A. (2010). Using rasch analysis to identify uncharacteristic responses to undergraduate assessments. Teaching Mathematics and Its Applications, 29(4), 165–175. https://doi.org/10.1093/teamat/hrq008
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24. https://doi.org/10.1007/s10763-017-9802-x
European Commission. (2011). Entrepreneurship education: Enabling teachers as a critical success factor. A report on teacher education and training to prepare teachers for the challenge of entrepreneurship education.
Ho, H.C., Wang, C.C., & Cheng, Y.Y. (2013). Analysis of the scientific imagination process. Thinking Skills and Creativity, 10, 68–78.
Hoachlander, G., & Yanofsky, D. (2011). Making STEM real. Educational Leadership, 60–65.
Jin, G., & Bierma, T. (2013). STEM for non-STEM Majors: Enhancing Science Literacy in Large Classes. Journal of College Science Teaching. https://doi.org/10.2505/4/jcst13_042_06_20
Katz, L. G. (2010). STEM in the Early Years Some Distinctions between Academic and Intellectual Goals for Young. Early Childhood Research and Practice, Collected Papers from the SEED (STEM in Early Education and Development) Conference, 2–7.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013 - 2025. In Kementerian Pendidikan Malaysia (Vol. 27, Issue 1). Kementerian Pendidikan Malaysia.
Kennedy, T. J., & Odell, M. R. L. (2014). Engaging Students In STEM Education. Science Education International, 25(3), 246–258.
Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications.
Klooster, P. M. Ten, Taal, E., & Van De Laar, M. A. F. J. (2008). Rasch analysis of the dutch health assessment questionnaire disability index and the health assessment questionnaire II in patients with rheumatoid arthritis. Arthritis Care and Research, 59(12), 1721–1728. https://doi.org/10.1002/art.24065
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Kuenzi, J. J. (2011). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Dalam U.S. Science, Technology, Engineering and Mathematics (STEM) Education.
Kuratko, D. F. (2005). The emergence of Entrepreneurship Education: Developmnet, trends and challenges. Dalam Entrepreneurship Theory and Practice (pp. 577–598). Blackwell Publishing Limited.
Lamoureux, E. L., Pesudovs, K., Pallant, J. F., Rees, G., Hassell, J. B., Caudle, L. E., & Keeffe, J. E. (2008). An evaluation of the 10-item Vision Core Measure 1 (VCM1) scale (the core module of the vision-related quality of life scale) using Rasch analysis. Ophthalmic Epidemiology, 15(4), 224–233. https://doi.org/10.1080/09286580802256559
Lekashvili, E. (2013). Entrepreneurial way of thinking and its development challenges in Georgia. LAssociation 1901 “SEPIKE,” 121.
Linacre, J. M. (2002). Understanding Rasch measurement: Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement, 3, 85–106.
Linacre, J. M. (2003). Dimensionality: contrasts and variances help for Winsteps Rasch Measurement software. Daripada http://www.winsteps.com/winman/principalcomponents.htm.
Liu, X., & Zhi, T. (2010). China is catching up in science and innovation: The experience of the Chinese Academy of Sciences. Science and Public Policy, 37(5), 331–342. https://doi.org/10.3152/030234210X501162
McDonald, C. (2016). STEM Education: A review of the contribution of the disciplines of Science, Technology, Engineering and Mathematics. Science Education International, 27(4), 530–569.
Menzies, M. B. (2012). Researching scientific entrepreneurship in New Zealand. Science and Public Policy, 39(1), 39–59. https://doi.org/10.3152/030234212X13214603531842
Muhammad Syukri, Lilia Halim, T. Subahan Mohd. Meerah, N. A. B. (2013). Pengetahuan Pedagogi Isi Kandungan Guru Sains Sekolah Rendah dalam Mengajarkan Pemikiran Sains Keusahawanan: Satu Kajian Kes. Jurnal Teknologi, 63:2(2013), 13–19.
Muhammad Syukri, Lilia Halim, & T. Subahan Mohd. Meerah. (2013). Pendidikan STEM dalam Entrepreneurial Science Thinking “ESciT”: Satu perkongsian pengalaman dari UKM untuk Aceh. Aceh Development International Conference 2013, 105–112.
National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press.
Nevin, E., Behan, A., Duffy, G., Farrell, S., Harding, R., Howard, R., MacRaighne, A., & Bowe, B. (2015). Assessing the validity and reliability of dichotomous test results using item response theory on a group of first year engineering students. 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015, Rees.
Nor Aishah Buang, Lilia Halim, T. Subahan Mohd. Meerah, Nor Aishah, B., Lilia, H., & T Subahan, M. M. (2009). Understanding the thinking of scientists entrepreneurs: Implications for science education in Malaysia. Journal of Turkish Science Education, 6(2), 3–11.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400203
Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427. https://doi.org/10.1002/sce.21007
Schleicher, A. (2019). PISA 2018: insights and interpretations. In OECD. https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf
Schuetz, C. G. (2008). Using neuroimaging to predict relapse to smoking: role of possible moderators and mediators. International Journal of Methods in Psychiatric Research, 17 Suppl 1(March), S78–S82. https://doi.org/10.1002/mpr
Shea, T. L., Tennant, A., & Pallant, J. F. (2009). Rasch model analysis of the Depression, Anxiety and Stress Scales (DASS). BMC Psychiatry, 9, 1–10. https://doi.org/10.1186/1471-244X-9-21
Shepherd, D. A., Williams, T. A., & Patzelt, H. (2015). Thinking About Entrepreneurial Decision Making: Review and Research Agenda. Journal of Management, 41(1), 11–46. https://doi.org/10.1177/0149206314541153
Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan RASCH pada assessment pendidikan (Issue September). Penerbit Trim Komunikata.
Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87–102.
Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit 1 and Carnegie Mellon.
Venuvinod, P. K., & Sun, H. (2002). Technological product innovation: An educational perspective from Hong Kong. 9th Asia Pacific Conference of Engineering Management Educators.
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Published
2020-10-02
How to Cite
Ahmad, J. and Sopiah Abdullah, S. N. M. (2020) “Analisis Rasch bagi Ujian Pemikiran Sains Keusahawanan dalam Pendidikan STEM Sekolah Rendah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(10), pp. 135 - 150. doi: 10.47405/mjssh.v5i10.504.
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