Analisis Model Rasch terhadap Orisinalitas, Elaborasi, dan Regulasi Diri sebagai Profil Disposisional Kesiapan Siswa dalam Pembelajaran STEAM

Ahmad Fahrudin; Eka Maryam

doi:10.58794/cerdas.v5i2.2439

Authors

Ahmad Fahrudin Universitas Bina Insan
Eka Maryam Universitas Bina Insan

DOI:

https://doi.org/10.58794/cerdas.v5i2.2439

Keywords:

Pembelajaran STEAM, Elaborasi, Model Rasch, Orisinalitas, Regulasi Diri

Abstract

Kesiapan siswa dalam pembelajaran STEAM tidak hanya dipengaruhi oleh penguasaan konsep, tetapi juga oleh karakteristik disposisional seperti kemampuan menghasilkan gagasan yang orisinal, mengembangkan gagasan secara sistematis, dan mengatur proses belajar secara mandiri. Namun, penelitian sebelumnya umumnya masih berfokus pada skor rata-rata dan hubungan antarkonstruk, sementara pemetaan karakteristik butir menggunakan Model Rasch masih terbatas. Penelitian ini bertujuan mengevaluasi kualitas pengukuran instrumen, memetakan tingkat kesulitan butir, mengidentifikasi butir yang tidak sesuai (misfit), serta menganalisis hubungan antara orisinalitas, elaborasi, dan regulasi diri sebagai profil disposisional yang relevan dengan kesiapan mengikuti pembelajaran STEAM. Penelitian menggunakan analisis data sekunder terhadap 219 siswa SMA di Kota Lubuklinggau yang dikumpulkan melalui instrumen berpikir kreatif dan pembelajaran mandiri menggunakan skala Likert lima tingkat. Analisis dilakukan menggunakan Winsteps berdasarkan Model Rasch, sedangkan hubungan antardimensi dianalisis menggunakan korelasi Pearson. Hasil penelitian menunjukkan bahwa kedua instrumen memiliki reliabilitas person dan indeks separasi yang baik. Analisis Rasch mengidentifikasi satu butir orisinalitas yang mengalami misfit, sedangkan dimensi elaborasi memuat butir dengan tingkat kesulitan persetujuan tertinggi. Temuan juga menunjukkan hubungan yang lebih kuat antara elaborasi dan regulasi diri (r = 0,764; p < 0,001) dibandingkan hubungan dengan orisinalitas. Temuan ini menunjukkan keterkaitan yang lebih kuat antara kemampuan mengembangkan ide secara sistematis dan kemampuan mengelola proses belajar, sehingga kedua dimensi tersebut dapat digunakan sebagai profil disposisional yang relevan dengan kesiapan mengikuti pembelajaran STEAM, tanpa menunjukkan hubungan kausal.

Views

26 kali

Downloads

12 kali

References

Alibek, Z. A., & Akhmetova, A. I. (2025). Exploring cognitive skill development in STEM education for kindergarten children: A systematic review. In Eurasia Journal of Mathematics, Science and Technology Education (Vol. 21, Number 11). Modestum LTD. https://doi.org/10.29333/ejmste/17346

Backers, L., & Van Keer, H. (2025). Implementing Self-Regulated Learning in Classrooms: Connecting What Primary School Teachers Think and Do Through Video-Based Observations and Interviews. Behavioral Sciences, 15(12). https://doi.org/10.3390/bs15121627

Can, I., & Bart, W. M. (2026). From Research to Practice: Enhancing Creativity Awareness in Education. In Behavioral Sciences (Vol. 16, Number 3). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/bs16030440

Cuesta-Hincapie, C., & Camargo Salamanca, S. L. (2025). Evaluating the Alignment Between PISA 2022 Creative Thinking Scoring Rubric and Creativity Theory: A Validity Framework Perspective. Journal of Creative Behavior, 59(4). https://doi.org/10.1002/jocb.70065

Cunha, J., Guimarães, A., Martins, J., & Rosário, P. (2023). A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers’ and Observers’ Perceptions of Its Impact on Elementary Students. Children, 10(11). https://doi.org/10.3390/children10111795

de Barros, R., Resende, L. M., & Pontes, J. (2025). Exploring creativity and innovation in organizational contexts: A systematic review and bibliometric analysis of key models and emerging opportunities. In Journal of Open Innovation: Technology, Market, and Complexity (Vol. 11, Number 2). Elsevier B.V. https://doi.org/10.1016/j.joitmc.2025.100526

Deng, Y., Lucas, C., & Liu, W. (2026). A systematic review of design thinking implementations in higher engineering education. European Journal of Engineering Education. https://doi.org/10.1080/03043797.2026.2640060

Falegnami, A., Tomassi, A., Corbelli, G., & Romano, E. (2025). Resilience Analysis Grid–Rasch Rating Scale Model for Measuring Organizational Resilience Potential. Applied Sciences (Switzerland), 15(4). https://doi.org/10.3390/app15041695

Fernández-Cárdenas, J. M., & Santillán-Rosas, I. M. (2025). Learning Critical Thinking Through Dialogic STEAM Educational Activities: A Case of High School Students in Northeastern Mexico During Pandemic Times. SAGE Open, 15(4). https://doi.org/10.1177/21582440251388756

Fien, P., 1, J., Bosow, U., Teknologi, I., Bisnis, D., & Pesisir, R. (2025). The Role of STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education in Preparing a Creative and Adaptive Generation. Journal of Pedagogi : Jurnal Pendidikan, 2(6), 99–106. https://doi.org/10.62872/arcvet10

Filipe, J., Baptista, M., & Conceição, T. (2024). Integrated STEAM Education for Students’ Creativity Development. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060676

Firdaus, F., Wiyanto, W., Putra, N. M. D., & Isnaen, W. (2025). Design of instruments for scientific creative thinking skills and creative thinking digital skills: Rasch models and confirmatory factor analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(5). https://doi.org/10.29333/ejmste/16310

Hernández-Ramos, J., & Araya, R. (2025). Do School Activities Foster Creative Thinking? An Analysis of PISA Results. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020133

Lim, W. M. (2024). A typology of validity: content, face, convergent, discriminant, nomological and predictive validity. Journal of Trade Science, 12(3), 155–179. https://doi.org/10.1108/jts-03-2024-0016

López Carrillo, M. D., Calonge García, A., & Lebrón Moreno, J. A. (2024). Self-Regulation of Student Learning in a STEAM Project. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060579

Orwig, W., Beaty, R. E., Benedek, M., & Schacter, D. L. (n.d.). Creative Evaluation: The Role of Memory in Novelty & Effectiveness Judgements.

Pinkow, F. (2023). Creative cognition: A multidisciplinary and integrative framework of creative thinking. Creativity and Innovation Management, 32(3), 472–492. https://doi.org/10.1111/caim.12541

Simón-Grábalos, D., Fonseca, D., Aláez, M., Romero-Yesa, S., & Fresneda-Portillo, C. (2025). Systematic Review of the Literature on Interventions to Improve Self-Regulation of Learning in First-Year University Students. In Education Sciences (Vol. 15, Number 3). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/educsci15030372

Thepprasit, W., Pulsawad, W., Thepnurat, M., Aridech, P., Klaewklar, K., & Thepprasit, R. (2026). An innovation driven pedagogy integrating STEAM and design thinking to enhance computational thinking in middle school. Discover Education. https://doi.org/10.1007/s44217-026-01561-3

Usmeldi, U., & Amini, R. (2022). Creative project-based learning model to increase creativity of vocational high school students. International Journal of Evaluation and Research in Education, 11(4), 2155–2164. https://doi.org/10.11591/ijere.v11i4.21214

Wu, S., Xu, J., & Feng, S. (2026). Opportunities and Challenges of Generative AI in STEAM Education: A Thematic Co-occurrence Network Analysis of Primary and Secondary School Leaders’ Perspectives. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-026-09976-5

Wu, Y. J., Wu, C. H., & Peng, K. L. (2025). Effects of Creativity Styles on Learning Engagement and Motivation in STEAM Education. Sustainability (Switzerland), 17(6). https://doi.org/10.3390/su17062755

Yudiar, A., Supriatna, M., & Yudha, E. S. (2022). Grit Instrument Development on High School Students: Rasch Model Analysis. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(2), 258. https://doi.org/10.33394/jk.v8i2.4794

Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1091017

Zhang, C., & Jia, B. (2024). Enriching STEAM education with visual art: education benefits, teaching examples, and trends. In Discover Education (Vol. 3, Number 1). Discover. https://doi.org/10.1007/s44217-024-00354-w