VALIDATION OF INSTRUMENT TO MEASURE HIGH SCHOOL STUDENT ATTITUDE TOWARD STEM: RASCH ANALYSIS

Abstract

The rapid advancement of science and technology has increased the importance of fostering positive student attitudes toward STEM education, as these attitudes play a crucial role in shaping future learning and career pathways. This study aims to validate an instrument designed to measure high school students’ attitudes toward STEM using the Rasch measurement model. A quantitative cross-sectional design was employed, involving 128 students from two schools in Mataram selected through convenience sampling. The instrument, adapted from previous research, underwent translation, back-translation, and expert validation to ensure content and construct appropriateness. Data were collected through a face-to-face survey and analyzed using Winsteps software. The results indicate high reliability, with person reliability of 0.95 and item reliability of 0.91, supported by strong separation indices and a Cronbach’s alpha of 0.96. Most items demonstrated acceptable fit statistics, although a few items showed misfit and require revision. The Wright map revealed that students generally exhibit high attitudes toward STEM, with some limitations in item targeting at higher ability levels. Unidimensionality analysis confirmed that the instrument measures a single dominant construct. These findings suggest that the instrument is a valid and reliable tool for assessing students’ attitudes toward STEM in educational contexts.