Development of Three Tier Open-Ended Instrument to Measure Chemistry Students’ Critical Thinking Disposition Using Rasch Analysis

Abstract

Being able to assess students' critical thinking disposition is a prerequisite for measuring students' achievements before and after corresponding instruction. This study provides an instrument that teachers can use to identify students' critical thinking disposition regarding the acid-base chemistry concept. The critical thinking disposition in the acid-base-chemistry instrument (CTD-AB) has been utilized by the 3D+1I model (defining, designing, developing, and implementing). Participants were 31 students' vocational high school (16 females and 15 males). Data from the implementation was analyzed by Rasch analysis and Confirmatory Factor Analysis to assess the psychometrical quality of the instrument. Factor analysis confirmed the CTB-AB model. Rasch analysis shows that the CTD-AB is unidimensional and has an acceptable fit. CTD-AB has good item reliability and good internal consistency. The results of this study indicate that CTD-AB is a reliable and valid measurement tool that can be used to measure students' critical thinking disposition regarding the acid-base concept. Further research should reveal cross-validation of the CTD-AB in a bigger sample (N>100) and different educational settings.