Analyzing Concept Mastery in Work, Energy, and Alternative Energy by Gender with the Rasch Model Devi Yulianty Surya Atmaja
Universitas Pendidikan Indonesia
Abstract
This study aims to analyze students^ conceptual mastery of the material of Work, Energy, and Alternative Energy (UENA) in Sumedang Regency based on gender. This study uses a descriptive quantitative method involving 72 high school students in grade X, aged 14-15 years. The research sample was taken using a purposive sampling technique, consisting of 28 male students and 44 female students, considering the similarities in their characteristics and learning abilities. The instrument used was 25 multiple-choice questions on the UENA material, with a Cronbach^s Alpha reliability level of 0.71 (good category). The collected data were analyzed using Microsoft Excel and the Ministep Rasch Model to map the level of student ability and the level of difficulty of the questions. The results showed that no students achieved the KKM (Minimum Completion Criteria of 75). Overall, the level of conceptual mastery of the work material was 33%, energy material 55%, and alternative energy material 53%. Rasch modeling with the Ministep Rasch Model shows variations in student abilities, with a range of abilities from low to high. The easiest question is U5, while the most difficult question is U11. Students with the lowest ability are 14L, and the highest are 27PA and 34LA. The majority of students with medium to high abilities are dominated by women. This finding indicates the need for more innovative learning methods or targeted strategies, especially to improve mastery of concepts based on gender in work, energy, and alternative energy materials
Keywords: concept mastery, alternative energy, work, energy, physics
