Rasch-Based Diagnostic Analysis of Biology Education Students’ Conceptual Difficulties In Work and Energy

I Made Hermanto; Wahyu Mu'zizat Mohamad; Lukman Samatowa; Ganesha Antarnusa

doi:10.30762/ijise.v5i2.8861

Authors

I Made Hermanto Universitas Negeri Gorontalo
Wahyu Mu'zizat Mohamad Universitas Negeri Gorontalo
Lukman Samatowa Universitas Negeri Gorontalo
Ganesha Antarnusa Gifu University, Japan

DOI:

https://doi.org/10.30762/ijise.v5i2.8861

Keywords:

Rasch Model; Conceptual Difficulties; Biology Education Students; Work and Energy

Abstract

This study aimed to analyze Biology education students’ conceptual difficulties in work and energy using the Rasch Model. A descriptive quantitative approach with a diagnostic survey design was employed. The participants were 21 Biology education students who had learned the topic of work and energy. The instrument consisted of 15 diagnostic multiple-choice items scored dichotomously, with 1 indicating a correct answer and 0 indicating an incorrect answer. The data were analyzed using the Rasch Model to examine instrument quality, item fit, item difficulty, Wright Map, score-category monotonicity, and students’ conceptual difficulty patterns. The results showed that students’ average ability was higher than the average item difficulty, with a mean person measure of 1.61 logits. However, the person reliability of 0.08 and person separation index of 0.30 indicated that the instrument had limited ability to distinguish students across different ability levels. The most difficult items were Q14, Q3, Q11, Q13, and Q15, which were related to the application of work, potential energy, and mechanical energy conservation. In contrast, Q2, Q4, Q5, and Q9 were the easiest items because they mainly assessed basic conceptual recognition. These findings indicate that students’ main difficulties were not in recognizing basic terms but in applying and integrating work and energy concepts in physics contexts.

Downloads

Download data is not yet available.

References

Adelia, I., Pranata, O. D., Seprianto, S., & Riana, P. C. (2024). Analisis Kesulitan Belajar Fisika Dasar Pada Mahasiswa Tadris Biologi IAIN Kerinci. EDU RESEARCH, 5(4), 647–654. https://doi.org/https://doi.org/10.47827/jer.v5i4.401

Aripiani, S. K., Samsudin, A., Kaniawati, I., Novia, H., Aminudin, A. H., Sutrisno, A. D., & Coştu, B. (2023). Diagnostic Instruments of Four-Tier Test Work and Energy (FORTUNE) to Identify The Level of Students’ Conceptions. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(1), 19–32. https://doi.org/10.24042/tadris.v8i1.13524

Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 23108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108

BOONE, W. J., TOWNSEND, J. S., & STAVER, J. R. (2016). Utilizing Multifaceted Rasch Measurement Through FACETS to Evaluate Science Education Data Sets Composed of Judges, Respondents, and Rating Scale Items: An Exemplar Utilizing the Elementary Science Teaching Analysis Matrix Instrument. Science Education, 100(2), 221–238. https://doi.org/https://doi.org/10.1002/sce.21210

Chabalengula, V. M., Sanders, M., & Mumba, F. (2012). DIAGNOSING STUDENTS’ UNDERSTANDING OF ENERGY AND ITS RELATED CONCEPTS IN BIOLOGICAL CONTEXT. International Journal of Science and Mathematics Education, 10(2), 241–266. https://doi.org/10.1007/s10763-011-9291-2

Crouch, C. H., & Heller, K. (2014). Introductory physics in biological context: An approach to improve introductory physics for life science students. American Journal of Physics, 82(5), 378–386. https://doi.org/10.1119/1.4870079

Ding, L. (2023). Rasch Measurement in Discipline-Based Physics Education Research. In X. Liu & W. J. Boone (Eds.), Advances in Applications of Rasch Measurement in Science Education (pp. 19–46). Springer International Publishing. https://doi.org/10.1007/978-3-031-28776-3_2

Dyachenko, Ariana, Mukanova, Roza, & Erkibayeva, Meruert. (2024). Integration of interdisciplinary connections between chemistry, physics, and biology in the education of secondary school students. International Journal of Educational Reform, 10567879241290180. https://doi.org/10.1177/10567879241290180

Faihah, G., Sukarelawan, M. I., & Indratno, T. K. (2025a). Adaptation and Validation of a Four-Tier Misconception Diagnostic Test on Work and Energy Using Rasch Modeling. Jurnal Ilmiah Pendidikan Fisika, 9(3), 436–447. https://doi.org/https://doi.org/10.20527/jipf.v9i3.16781

Faihah, G., Sukarelawan, M. I., & Indratno, T. K. (2025b). Adaptation and Validation of a Four-Tier Misconception Diagnostic Test on Work and Energy Using Rasch Modeling. Jurnal Ilmiah Pendidikan Fisika, 9(3), 436–447. https://doi.org/https://doi.org/10.20527/jipf.v9i3.16781

Fatonah, U. (2024). Pengaruh efikasi diri dan motivasi siswa SMA terhadap pemahaman konsep pada materi usaha dan energi. Berkala Ilmiah Pendidikan Fisika. https://doi.org/https://doi.org/10.33394/jp.v10i2.7239

Fatonah, U., & Wicaksana, E. J. (2023). The Influence of Self-Efficacy and Learning Motivation of High School Students on The Understanding of The Concepts of Work and Energy. EduFisika: Jurnal Pendidikan Fisika, 8(3), 325–335. https://doi.org/10.59052/edufisika.v8i3.29633

Firmansyah, D., Muhammad Reyza Arief Taqwa, Setiyani, A. ., & Intan Ramadani, C. (2023). Analysis of College Students’ Conceptual Understanding on Work and Energy Topic in Various Representations. Jurnal Pendidikan Fisika Dan Teknologi, 9(2), 306–314. https://doi.org/10.29303/jpft.v9i2.4760

Hardini, I. P., Saregar, A., Subandi, Anugrah, A., Fitri, M. R., Panse, V. R., Umam, R., & Huda, S. (2026). Development of electronic student worksheet on disaster-based waves for eleventh-grade senior high school students. AIP Conference Proceedings, 3226(1), 020023. https://doi.org/10.1063/5.0329108

Hau, R. R. H., & Nuri, N. (2019). Pemahaman Siswa terhadap Konsep Hukum I Newton. Variabel, 2(2), 56–61. https://doi.org/http://dx.doi.org/10.26737/var.v2i2.1815

Hofer, S. I., Schumacher, R., & Rubin, H. (2017). The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton’s mechanics. International Journal of STEM Education, 4(1), 18. https://doi.org/10.1186/s40594-017-0080-5

Hoskinson, A.-M., Couch, B. A., Zwickl, B. M., Hinko, K. A., & Caballero, M. D. (2014). Bridging physics and biology teaching through modeling. American Journal of Physics, 82(5), 434–441. https://doi.org/10.1119/1.4870502

Jewett Jr., J. W. (2008). Energy and the Confused Student I: Work. The Physics Teacher, 46(1), 38–43. https://doi.org/10.1119/1.2823999

Kaczmarek, M., & Greczyło, T. (2025). Challenges in Designing Basic Physics Course for Undergraduate Biologists - investigating difficulties with learning physics. Journal of Physics: Conference Series, 2950(1), 012013. https://doi.org/10.1088/1742-6596/2950/1/012013

Khusaini, K., Azizah, N., Suwasono, P., Yogihati, C. I., & Andriani, A. D. (2025). Rasch Model Application: Identification of Students’ Conceptual Understanding of Static Fluid. Jurnal Pendidikan Fisika Indonesia, 21(1), 54–68. https://doi.org/https://doi.org/10.15294/jpfi.v21i1.15023

Laili, U. F., Huda, S., Anggraini, A., Maharani, F. C., Muniroh, L., & Umam, R. (2025). Enhancing conceptual understanding and learning skills: The role of strategy, motivation, teacher support, and self-efficacy. Journal of Advanced Sciences and Mathematics Education, 5(1), 27–41. https://doi.org/10.58524/jasme.v5i1.653

Laliyo, L. A. R., Sumintono, B., & Panigoro, C. (2022). Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model. Heliyon, 8(3). doi: 10.1016/j.heliyon.2022.e09126

Lamanepa, G. H. (2021). Metode Pengukuran Rasch Dalam Pembelajaran Fisika. Jurnal Eduscience, 8(1), 47–52. https://doi.org/10.36987/jes.v8i1.2120

Lancor, R. A. (2014). Using Student-Generated Analogies to Investigate Conceptions of Energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1–23. https://doi.org/10.1080/09500693.2012.714512

Lestari, F., Dalman, Noprisa, Efendi, D., Ariyanti, I., Anggara, B., & Umam, R. (2021). The effectiveness of math learning based on multiple intelligence: Implications at MTs Darul Ma’wa. AIP Conference Proceedings, 2438(1), 020001. https://doi.org/10.1063/5.0071296

Medvedev Oleg N. and Krägeloh, C. U. (2025). Rasch Measurement Model. In C. U. and S. R. J. and S. N. N. Medvedev Oleg N. and Krägeloh (Ed.), Handbook of Assessment in Mindfulness Research (pp. 131–147). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-47219-0_4

Mulyani, S., Haniza, N., Ramadhani, D. G., & Mahardiani, L. (2021). Rash model approach for analysis of misconception on chemistry learning with distractor analysis. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 6(1), 98–107. https://doi.org/10.20961/jkpk.v6i1.50517

Munifah, M., Tsani, I., Yasin, M., Tortop, H. S., Palupi, E. K., & Umam, R. (2019). Management system of education: Conceptual similarity (integration) between Japanese learning system and Islamic learning system in Indonesia. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 4(2), 159–170. https://doi.org/10.24042/tadris.v4i2.4893

Nur’aini, D. A., Liliawati, W. ., & Novia, H. . (2023). The Effect of Differentiated Approach in Inquiry-based Learning on Senior High School Studentsâ€™ Conceptual Understanding of Work and Energy Topic. Jurnal Penelitian Pendidikan IPA, 9(1), 117–125. https://doi.org/10.29303/jppipa.v9i1.2374

Opitz, S. T., Blankenstein, A., & Harms, U. (2017). Student conceptions about energy in biological contexts. Journal of Biological Education, 51(4), 427–440. https://doi.org/10.1080/00219266.2016.1257504

Opitz, S. T., Neumann, K., Bernholt, S., & Harms, U. (2019). Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts. Research in Science Education, 49(2), 521–541. https://doi.org/10.1007/s11165-017-9632-4

Permatasari, A., Wartono, & Kusairi, S. (2018). Identification of students difficulties in terms of the higher order thinking skills on the subject of work and energy. AIP Conference Proceedings, 2014(1), 020052. https://doi.org/10.1063/1.5054456

Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch analysis in physics education research: Why measurement matters. Physical Review Physics Education Research, 15(2), 20111. https://doi.org/10.1103/PhysRevPhysEducRes.15.020111

Putra, F. G., Lengkana, D., Sutiarso, S., Nurhanurawati, N., Saregar, A., Diani, R., Widyawati, S., Suparman, S., Imama, K., & Umam, R. (2024). Mathematical representation: A bibliometric mapping of the research literature (2013–2022). Infinity Journal, 13(1), 1–26. https://doi.org/10.22460/infinity.v13i1.p1-26

Redish, E. F., Bauer, C., Carleton, K. L., Cooke, T. J., Cooper, M., Crouch, C. H., Dreyfus, B. W., Geller, B. D., Giannini, J., Gouvea, J. S., Klymkowsky, M. W., Losert, W., Moore, K., Presson, J., Sawtelle, V., Thompson, K. V, Turpen, C., & Zia, R. K. P. (2014). NEXUS/Physics: An interdisciplinary repurposing of physics for biologists. American Journal of Physics, 82(5), 368–377. https://doi.org/10.1119/1.4870386

Rivaldo, L., Taqwa, M. R. A., Zainuddin, A., & Faizah, R. (2020). Analysis of students’ difficulties about work and energy. Journal of Physics: Conference Series, 1567(3), 032088. https://doi.org/10.1088/1742-6596/1567/3/032088

Samsudin, A., Cahyani, P. B., Rusdiana, D., Efendi, R., Aminudin, A. H., & Costu, B. (2021). Development of a Multitier Open-Ended Work and Energy Instrument (MOWEI) Using Rasch Analysis to Identify Students’ Misconceptions. Cypriot Journal of Educational Sciences, 16(1), 16–32. https://doi.org/10.18844/cjes.v16i1.5504

Samsudin, A., Lestari, D., Kaniawati, I., Suhandi, A., Nasbey, H., Nurjannah, N., Aminudin, A. H., Sutrisno, A. D., Wibowo, F. C., & Prahani, B. K. (2025). Development of Work and Energy in Multi-tiers Test (WE-MusT) to identify students’ conceptions levels: A Rasch analysis model. Kasetsart Journal of Social Sciences, 46(1), 460124.

Saregar, A., Putra, F. G., Diani, R., Anugrah, A., Misbah, M., & Umam, R. (2025). Innovative integrated disaster education in physics learning: An effort to enhance students’ disaster literacy skills. Jurnal Pendidikan IPA Indonesia, 14(2), Article 23959. https://doi.org/10.15294/jpii.v14i2.23959

Schutte, L., Wissing, M. P., Ellis, S. M., Jose, P. E., & Vella-Brodrick, D. A. (2016). Rasch analysis of the meaning in life questionnaire among adults from South Africa, Australia, and New Zealand. Health and Quality of Life Outcomes, 14(1), 12. doi: 10.1186/s12955-016-0414-x.

Sekarningtias, F. O., Rusilowati, A., & Darsono, T. (2023). Tinjauan Literatur Sistematis: Tes Diagnostik untuk Mengidentifikasi Miskonsepsi Sains dengan Model Rasch. UPEJ Unnes Physics Education Journal, 12(3), 15–27. https://doi.org/https://doi.org/10.15294/upej.v13i1.72044

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assessment Pendidikan. Trim Komunikata.

Taasoobshirazi, G., Bailey, M. L., & Farley, J. (2015). Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis. International Journal of Science Education, 37(17), 2769–2786. https://doi.org/10.1080/09500693.2015.1104425

Tong, D., Liu, J., Sun, Y., Liu, Q., Zhang, X., Pan, S., & Bao, L. (2023). Assessment of student knowledge integration in learning work and mechanical energy. Physical Review Physics Education Research, 19(1), 10127. https://doi.org/10.1103/PhysRevPhysEducRes.19.010127

Usman, M., Pramudawardani, H., Umam, R., & Takahashi, H. (2025). Synthesizing a framework and establishing content validity of an energy literacy instrument for Indonesian students. Islamic Journal of Integrated Science Education (IJISE), 4(3), 175–185. https://doi.org/10.30762/ijise.v4i3.6993