Expert Judgement of Self-Regulated Learning Questionnaire Quality: A Many-Facet Rasch Model Analysis Rahmi Ramadhani (a*),(b), Edi Syahputra (a), Elmanani Simamora (a)
(a) Postgraduate Program, Universitas Negeri Medan
Jl. Williem Iskandar Psr V Medan 20221, Indonesia
*rahmiramadhani3[at]gmail.com
(b) Universitas Potensi Utama
Jl. K.L. Yos Sudarso KM. 6,5 No. 3-A Tanjung Mulia, Medan, Indonesia
Abstract
Self-regulated learning is a condition in which students actively participate in their own learning and is associated with students^ metacognitive, motivational, and behavioral characteristics. Self-regulated learning is one of the intrinsic characteristics of students that helps them maximize their learning ability, particularly in mathematics. To assist students in exploring their self-regulated learning, self-regulated learning questionnaires are required. The purpose of this study is to evaluate and examine the quality of the self-regulated learning questionnaire prepared in accordance with Zimmerman^s phases. The criteria of relevance, construction, and systematics, suitability of indicators in Zimmerman^s stages, language suitability, and gender bias are used to assess and analyze the quality of the self-regulated learning questionnaire. The Many-Facet Rasch Model was used to assess the quality of the self-regulated learning questionnaire. FACETS software was used to collect and code 270 data points. The findings revealed that all 50 statements in the self-regulated learning questionnaire were valid and reliable enough to be employed in field research. Other findings revealed that the self-efficacy subscale in the self-regulated learning questionnaire was the best. The linguistic appropriateness criterion is the most challenging assessment criterion for experts to evaluate and judge.
