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Rasch model–based development of an environmental literacy instrument
Abstract
This study aims to develop and psychometrically validate an innovative environmental literacy instrument by integrating contextualized behavioral indicators using the Rasch model, offering a novel approach compared to existing instrument. The instrument consisted of 20 items on a five-point Likert scale and was administered to 124 junior secondary school students. Data were analyzed using Winsteps 3.73, focusing on reliability, separation indices, item fit, unidimensionality, and item difficulty. Person analysis showed a reliability of 0.94 with a separation index ranging from 3.87 to 4.03, indicating the instrument can distinguish respondents into approximately four behavioral levels. Item analysis produced an item reliability of 0.98 with separation indices between 7.13 and 7.20, reflecting a stable hierarchy of item difficulty. All items fit the Rasch Model, with Infit Mean Square values between 0.81 and 1.12 and Outfit Mean Square values from 0.81 to 1.16. Positive PT-Measure Correlations ranging from 0.49 to 0.78 confirmed alignment with the measured construct. Unidimensionality analysis revealed that 60.8% of variance was explained by the model, while the first contrast accounted for 2.0 eigenvalues (4.0%), supporting a single dominant construct. Item difficulty estimates ranged from –1.58 to 1.53 logits (SD = 0.87). Overall, the findings confirm that the instrument is valid, reliable and suitable for assessing students’ environmental literacy behavior in educational research and evaluation contexts, with potential applications in curriculum evaluation and environmental education program assessment.
Abstrak. Penelitian ini bertujuan untuk mengembangkan dan memvalidasi secara psikometrik instrumen literasi lingkungan yang inovatif dengan mengintegrasikan indikator perilaku terkkontekstualisasi menggunakan model Rasch, sehingga menawarkan pendekatan baru dibandingkan instrumen yang telah ada. Instrumen terdiri atas 20 butir dengan skala Likert lima tingkat dan diujikan kepada 124 siswa sekolah menengah pertama. Analisis data dilakukan menggunakan perangkat lunak Winsteps 3.73 dengan fokus pada reliabilitas, indeks separasi, unidimensionalitas konstruk dan tingkat kesulitan butir instrumen. Hasil analisis menunjukkan bahwa analisis kemampuan responden menunjukkan reliabilitas person sebesar 0,94 dengan indeks separasi 3,87–4,03, yang menandakan kemampuan instrumen dalam membedakan responden ke dalam sekitar empat tingkat perilaku literasi lingkungan. Pada sisi kualitas butir, diperoleh reliabilitas item sebesar 0,98 dengan indeks separasi 7,13–7,20, yang menunjukkan stabilitas hierarki tingkat kesulitan butir. Seluruh butir instrumen dinyatakan fit terhadap Model Rasch dengan nilai Infit Mean Square berkisar antara 0,81–1,12 dan Outfit Mean Square antara 0,81–1,16, serta korelasi butir–konstruk (PT-Measure Correlation) yang positif (0,49–0,78). Uji unidimensionalitas melalui analisis residual terstandar menunjukkan varians yang dijelaskan oleh model sebesar 60,8%, dengan unexplained variance pada kontras pertama sebesar 2,0 eigenvalue (4,0%), yang mengindikasikan bahwa instrumen mengukur satu konstruk utama. Nilai kesulitan item tersebar dari –1,58 hingga 1,53 logit (SD = 0,87), dengan distribusi 4 butir sangat mudah, 7 butir mudah, 5 butir sulit, dan 4 butir sangat sulit. Secara keseluruhan, temuan ini menegaskan bahwa penggunaan Model Rasch memberikan informasi diagnostik yang komprehensif dan akurat terhadap kualitas instrumen, sehingga instrumen dinyatakan layak dan andal untuk mengukur perilaku literasi lingkungan peserta didik dalam konteks penelitian dan evaluasi pembelajaran, serta dimanfaatkan untuk evaluasi kurikulum dan penilaian program pendidikan lingkungan.
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DOI: http://dx.doi.org/10.20527/bino.v8i1.24953
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