Racking Analysis through Rasch Modeling to Measure Critical Thinking Disposition in Education for Sustainable Development Learning In Elementary Schools

Abstract

Education for Sustainable Development (ESD) aims to ensure that every student acquires the knowledge and skills needed for sustainable development and sustainable lifestyles. Another important aspect of ESD is the integration of cognitive and affective components, which are dominant in broadening students' understanding. The ability to be critically disposed is necessary to underpin students' perspectives on sustainable development. This study aims to develop and measure students' critical thinking disposition in ESD-oriented learning. The method used is a pre-experimental design with a one-group pretest-posttest design. The collected data on the critical thinking disposition of elementary school students will be processed through Rasch modeling using racking analysis techniques. The results of the study show that the critical thinking disposition instrument filled out by students experienced a significant 80% change in difficulty level, indicating an improvement in students' critical thinking disposition. This implies that students are enabled to contribute and participate in the process of sustainable development in various types and dimensions, with transformative and reflective processes that strive to integrate sustainability values and perceptions not only into the education system but also into students' daily lives.