Validating the Assessment of Mathematics Metacognitive and Self Regulation Learning: a Rasch Model Survey

Avhiesta Mahadryanie, Auliya Zahrah, Nabilah Anaswa, Ayu Faradillah, Isnaini Handayani

Sari


Metacognitive ability and self-regulation in mathematics learning are essential as they help students monitor their thinking process and manage their learning strategies effectively. This study used a quantitative survey approach with 292 participants to investigate the psychometric properties of an integrated Mathematics Metacognitive and Self-Regulation Learning tool. Data were analyzed using Winsteps software through Rasch-based procedures, including item and person reliability, rating scale effectiveness, Wright Map analysis, and Differential Item Functioning (DIF) across groups defined by gender, grade level, and school type. The results demonstrated satisfactory psychometric properties, with excellent item reliability (.99 and .98), adequate internal consistency (Cronbach Alpha .89 and .93), confirmed unidimensionality (raw variance explained: 46.8% and 40.1%), and item separation indices exceeding the minimum criterion. DIF analysis revealed that a small number of items functioned differently across respondent groups, while the majority demonstrated measurement equivalence. These findings confirm that the instrument provides sound validity, reliability, and measurement fit, with targeted revision of biased items recommended to further strengthen measurement quality.

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