Representasi Gender dalam Memahami Persoalan Ilmiah dengan Menggunakan Rasch Model

Dinyah Rizki Yanti Zebua

Abstract


Penelitian ini bertujuan untuk mendeskripsikan dan menganalisa sejauh mana perbandingan siswa laki-laki dan perempuan dalam menyikapi persoalan ilmiah dan membandingkannya dengan data sementara sebelumnya yang didapatkan oleh peneliti. Penelitian ini adalah penelitian kuantitatif deskriptif. Penelitian ini dilakukan di salah satu Sekolah Menengah Negeri di Kabupaten Kerinci. Penelitian ini melibatkan 50 siswa sebagai responden yang terdiri dari 25 siswa laki-laki dan 25 siswa perempuan. Penelitian ini menggunakan pendekatan analisis Rasch untuk menelaah skala pengukuran, keadaan umum siswa, dan keadaan spesifik antara siswa laki-laki dan perempuan. Hasil penelitian menunjukkan skala yang disusun dan responden yang dipilih dalam pengukuran sesuai dengan tuntutan Rasch model. Kemudian sikap ilmiah siswa secara umum baik laki-laki dan perempuan menunjukkan rata-rata yang lebih tinggi dari rata-rata item pengukuran dengan menggunakan Rasch model. Dalam satuan Logits Sikap ilmiah perempuan menunjukkan 1,28 dan Laki-laki 1,26. Hasil penelitian juga menunjukkan tidak ada perbedaan yang signifikan antara sikap ilmiah laki-laki dan perempuan.

 

This study aims to describe and analyze the extent to which male and female students compare in addressing scientific issues and compare them with the previous provisional data obtained by the researcher. This research is descriptive quantitative research. This research was conducted in one of the public high schools in Kerinci Regency. This study involved 50 students as respondents consisting of 25 male and 25 female students. This study uses a Rasch analysis approach to examine the measurement scale, students' general condition, and the specific circumstances between male and female students. The results showed that the scale was compiled, and the respondents selected in the measurement were by the demands of the Rasch model. Then the general scientific attitude of students, both boys and girls, showed a higher average than the average of the measurement items using the Rasch model. In Logits, the scientific attitude of the female is 1.28, and the male is 1.26. The results of the study show that there is no significant difference between the scientific attitudes of men and women.

 


Keywords


Rasch Model; Sikap Ilmiah; Siswa

Full Text:

PDF

References


Andrich, D. (2010). Rasch models. International Encyclopedia of Education, 111–122. https://doi.org/10.1016/B978-0-08-044894-7.00258-X

Andrich, David, & Marais, I. (2019). A course in Rasch measurement theory. D. Andrich y I. Marais (Coords.), Measuring in the Educational, Social and Health Sciences, 41–53.

Bazhydai, M., Twomey, K., & Westermann, G. (2020). Curiosity and exploration. In J. B. B. T.-E. of I. and E. C. D. (Second E. Benson (Ed.), Elsevier (pp. 370–378). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.05804-1

Bidegain, G., & Lukas Mujika, J. F. (2020). Exploring the relationship between attitudes toward science and PISA scientific performance. Revista de Psicodidáctica (English Ed.), 25(1), 1–12. https://doi.org/10.1016/j.psicoe.2019.08.002

Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press.

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model. In Applying the Rasch model: Fundamental Measurement in the Human Sciences.

Boone, W. J., Staver, J. R., & Yale, M. S. (2013). Rasch analysis in the human sciences. Springer.

Eber, N., François, A., & Weill, L. (2021). Gender, age, and attitude toward competition. Journal of Economic Behavior & Organization, 192, 668–690. https://doi.org/10.1016/j.jebo.2021.10.022

Fischer, G. H., & Molenaar, I. W. (2012). Rasch models: Foundations, recent developments, and applications. Springer.

Hendrickx, M., Mothupi, M. C., Cooper, D., De Meyer, S., Knight, L., Michielsen, K., & Tabana, H. (2022). Same but different? Comparing attitudes regarding gender, gender diversity, and sexual diversity among early adolescents in south africa and belgium. Journal of Adolescent Health, 71(4), 446–454. https://doi.org/10.1016/j.jadohealth.2022.05.006

Linacre, J. . (1995). Linacre-_Rasch_measurement_transactions.pdf.

Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6), 798.

Pitafi, A. I., & Farooq, M. (2012). Measurement of scientific attitude of secondary school students in Pakistan. Academic Research International, 2(2), 379.

Polman, E., Ruttan, R. L., & Peck, J. (2022). Using curiosity to incentivize the choice of “should” options. Organizational Behavior and Human Decision Processes, 173, 104192. https://doi.org/https://doi.org/10.1016/j.obhdp.2022.104192

Resnik, D. B. (2015). Objectivity of Research: Ethical Aspects. In J. D. B. T.-I. E. of the S. & B. S. (Second E. Wright (Ed.), Elsevier (pp. 92–95). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.11019-0

Rivera-Garrido, N. (2022). Can education reduce traditional gender role attitudes? Economics of Education Review, 89, 102261. https://doi.org/10.1016/j.econedurev.2022.102261

Savoia, P. (2015). Objectivity: Philosophical Aspects. In J. D. B. T.-I. E. of the S. & B. S. (Second E. Wright (Ed.), Elsevier (pp. 96–102). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.63054-4

Schnabel, L. (2018). Sexual orientation and social attitudes. Socius, 4, 2378023118769550.

Schpakow, M. L., Wendt, J. L., & Paynter, K. (2021). An Examination of Middle School Students’ Attitudes Toward Science. Journal of Mathematics and Science: Collaborative Explorations, 17(1), 18.

Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76.

Villalba, E. (2011). Critical Thinking. In M. A. Runco & S. R. B. T.-E. of C. (Second E. Pritzker (Eds.), Academic Press (pp. 323–325). Academic Press. https://doi.org/10.1016/B978-0-12-375038-9.00057-1

Wind, S., & Hua, C. (2022). Rasch Measurement Theory Analysis in R (CRC Press).

Yaşar, Ş., & Anagün, Ş. S. (2009). Reliability and validity studies of the science and technology course scientific attitude scale. Journal of Turkish Science Education, 6(2), 43–54.




DOI: https://doi.org/10.20527/jmscedu.v2i2.6845

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Creative Commons License

Journal Of Mathematics Science and Computer Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.