APPLICATION OF RASCH MODEL IN TWO-TIER TEST FOR ASSESSING CRITICAL THINKING IN PHYSICS EDUCATION

The challenge of accurately assessing critical thinking in physics education, particularly on topics like work and energy, remains a key issue for educators. The current study aims to address this challenge by exploring students' critical thinking abilities using two-tier test data analyzed through the Rasch model. Data were collected from students in Bengkulu Province, Sumatra, Indonesia, and analyzed to evaluate item fit, reliability, and students' abilities across various critical thinking dimensions. It was found that the two-tier instrument demonstrated high validity and reliability, with infit and outfit mean square values close to ideal, and strong separation reliability for both participants and items. Further analysis revealed significant variations in students' abilities in aspects of critical thinking, including interpretation, analysis, and self-regulation, indicating the need for more targeted pedagogical interventions. The study concludes that applying the Rasch model to analyze two-tier tests not only enhances understanding of students' critical thinking but also provides a novel approach to developing and implementing evaluation instruments in physics education. These findings contribute to the existing literature by deepening theoretical insights into critical thinking within physics education and offering practical guidance for educators aiming to improve curriculum design and teaching strategies. Keywords: critical thinking, item analysis, physics education, rasch model, reliability test, two-tier test