The Rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills

Habibi Habibi, Jumadi Jumadi, Mundilarto Mundilarto


This study applies the unidimensional Rasch Model assumptions in identifying physics learning difficulties based on students' self-regulation abilities. A total of 126 physics teacher candidates have been observed for one semester. Self-project as a learning strategy has been used. Data were collected using 20 items in rating scales and then analyzed quantitatively to get feasibility in measuring self-regulation skills. The results have shown that the profile items analyzed by the Rasch Model are feasible to measure self-regulation skills through a self-sustaining project strategy. Most physics teacher candidates have a medium ability of 51% in the process of self-regulation, high = 33%, and low = 16%. The implications of applying self-projects to the processes of self-regulation are discussed in this article.


Rasch-model; Rating scales; Self-regulation

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International Journal of Evaluation and Research in Education (IJERE)
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