Validating with a Rasch Models for Mathematics Creative Thinking and Learning Motivation Students’

Salsabila Marbun, Siti Nurjanah, Nabila Muntaz, Ayu Faradillah, Hikmatul Khusna

Sari


This study aimed to validate a mathematical creative thinking instrument and a learning motivation questionnaire using the Rasch Measurement Model. A quantitative survey was conducted involving 286 junior high school students’ in East Jakarta, Indonesia. Data were analyzed using Rasch analysis to examine reliability, person responses, and differential item functioning (DIF). The results showed excellent item reliability (0.99) for both instruments, indicating stable item calibration. Wright Maps analysis revealed that most students’ demonstrated moderate levels of mathematical creative thinking and learning motivation. However, the mathematical creative thinking instrument exhibited a substantial targeting gap, resulting in relatively low person reliability. Furthermore, DIF analysis identified several items with potential demographic bias. Overall, the findings provide psychometric evidence supporting the refinement of the mathematical creative thinking instrument and the learning motivation questionnaire to improve measurement precision, fairness, and their applicability in mathematics education.

 


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