Applying Rasch Model Technique on Stacking and Racking Analysis the Measuring the Understanding of Chemistry Teachers on Computational Thinking Concept

Abstract

This research aimed to measure teachers' ability to understand computational thinking concepts by using stacking and racking analysis techniques in the Rasch model. The participants of this study were chemistry teachers who had been selected to attend training for 6 days. Data collection was carried out before and after participating in the training using the same instrument. The data obtained was then analyzed using WINSTEPS 5.4.1 software. The results showed that teachers who had attended the training experienced changes in their knowledge of computational thinking concepts. Statistically, the change in the ability of teachers’ computational thinking concept knowledge moves from -0.33 logit to 2.44 logit. Along with the intervention effect, in certain cases, positive conceptual changes were found due to teachers’ lucky guesses and cheating. In other cases, teachers were found to be careless in answering questions. Stacking and racking analysis is essential in detailing any changes in teacher ability, item difficulty, and learning progress.