Rasch Model Analysis of a Learning Autonomy Instrument in Digital Higher Education
Article Sidebar
Main Article Content
Abstract
This study examined the measurement and calibration of learning independence among PGSD students in digital learning using the Rasch Model. Motivated by the need for validated tools that capture readiness for autonomous learning in higher education, a survey of 40 students from the 2023 and 2024 cohorts employed a Learning Independence Test. Rasch analysis estimated item difficulty and person ability and assessed reliability and model fit. Most items showed acceptable fit and internal consistency. Item and person distributions indicated generally moderate to high independence, with meaningful individual variation. These findings suggest the instrument functions adequately and can yield actionable diagnostics for curriculum design and targeted supports that strengthen autonomy in digital environments. Psychometrically sound measurement is therefore valuable for understanding learner characteristics and informing teacher preparation, since prospective teachers must foster independence in their future pupils. The small sample limits generalization. Future research should use larger and more diverse samples and adopt longitudinal designs to track changes in learning independence over time.
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Afandi, A. (2022). Faktor-faktor yang mempengaruhi kemandirian belajar mahasiswa selama pandemi. Jurnal Satyawidya, 10(1), 33–44. https://doi.org/10.33332/jsatyawidya.v10i1.2143
Aini, K., Prihandoko, A. C., & Mubarok, S. (2021). Kemandirian belajar mahasiswa melalui blended learning tipe flipped classroom. Jurnal Pendidikan Edutama, 8(2), 102–109. https://doi.org/10.30734/jpe.v8i2.1448
Akmal, A. U., Hendri, S., Hilmi, L., Kenedi, A. K., & Rahmatina, R. (2022). Analisis kemandirian belajar mahasiswa Pendidikan Guru Sekolah Dasar pada masa pandemi Covid-19. Jurnal Basicedu, 6(4), 7057–7064. https://doi.org/10.31004/basicedu.v6i4.3153
Arjana, I. M., Putra, I. K. D., & Suarni, N. K. (2024). Systematic review: The application of the Rasch model in educational measurement. Jurnal Ilmiah Pendidikan, 18(1), 33–47. https://doi.org/10.23887/jip.v18i1.14562
Astutik, H. S., Rahman, A., & Djam’an, N. (2024). Pengaruh penerapan pembelajaran daring terhadap hasil belajar matematika ditinjau dari kemandirian belajar mahasiswa. SENTIKJAR, 13(1), 22–30. https://doi.org/10.1234/sentikjar.v13i1.1203
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer. https://doi.org/10.1007/978-94-007-6857-4
Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). Self-regulated learning, digital learning environments, and academic achievement: A systematic review. Computers & Education, 195, 104675. https://doi.org/10.1016/j.compedu.2023.104675
Darman, D. R., Nurhayati, N., & Malik, A. (2024). Development and validation of scientific inquiry literacy using the Rasch model. Education Sciences, 14(2), 214. https://doi.org/10.3390/educsci14020214
Depari, O. A. (2023). Peran LMS dalam mendorong kemandirian belajar mahasiswa. Jurnal Teknologi Pendidikan, 11(2), 76–85. https://doi.org/10.24036/jtp.v11i2.654
Firman, F., & Rahman, S. R. (2020). Perkuliahan online di tengah pandemi Covid-19. Indonesian Journal of Educational Science (IJES), 2(2), 81–89. https://doi.org/10.31605/ijes.v2i2.659
Hidayat, D. R. (2021). Kemandirian belajar peserta didik dalam pembelajaran daring pada masa pandemi: Sebuah tinjauan. Jurnal Pendidikan, 9(2), 112–120. https://doi.org/10.33830/jp.v9i2.1987
Ilyas, M. M. (2022). Studi kemandirian belajar mahasiswa dalam pembelajaran daring di era pandemi. Jurnal Pendidikan Terbuka dan Jarak Jauh, 24(1), 87–98. https://doi.org/10.33830/jptjj.v24i1.3567
Islamy, W. F. (2022). Kemandirian belajar mahasiswa dalam perkuliahan daring pada masa pandemi. Journal of Education, Culture and Communication, 14(1), 44–52. https://doi.org/10.31764/jecc.v14i1.7132
Lim, L. (2022). A Rasch analysis of students’ academic motivation scales: Implications for validity. Educational and Psychological Measurement, 82(3), 432–450. https://doi.org/10.1177/00131644211048482
Marhayani, D. A. (2020). Kemandirian belajar mahasiswa PGSD dalam perkuliahan secara daring pada masa pandemi Covid-19. Jurnal Pendidikan Dasar Indonesia, 5(2), 36–39. https://doi.org/10.30659/jpdi.v5i2.9458
Panadero, E. (2022). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 13, 865327. https://doi.org/10.3389/fpsyg.2022.865327
Purwanto, A., Pramono, R., Asbari, M., Santoso, P. B., Wijayanti, L. M., Hyun, C. C., & Putri, R. S. (2020). Studi eksploratif dampak pandemi COVID-19 terhadap proses perkuliahan online di sekolah dasar. Journal of Education, Psychology and Counseling, 2(1), 1–12. https://doi.org/10.31004/jepc.v2i1.1012
Rahmawati, L. E. (2021). Kemandirian belajar siswa dan mahasiswa pada pembelajaran daring. Jurnal Inovasi Pendidikan, 7(3), 123–131. https://doi.org/10.31869/ip.v7i3.4021