Rasch model for the need assessment instrument of academic guidance and counseling program in junior high school

Muh Farozin; Budi Astuti; Sigit Sanyata; Dwitias Titi; Ela Nurmalasari; Natri Sutanti

doi:10.21831/pep.v26i2.51816

Rasch model for the need assessment instrument of academic guidance and counseling program in junior high school

Muh Farozin, Universitas Negeri Yogyakarta, Indonesia
Budi Astuti, Universitas Negeri Yogyakarta, Indonesia
Sigit Sanyata, Universitas Negeri Yogyakarta, Indonesia
Dwitias Titi, Universitas Negeri Yogyakarta, Indonesia
Ela Nurmalasari, Universitas Negeri Yogyakarta, Indonesia
Natri Sutanti, Univeristas Negeri Yogyakarta, Indonesia

10.21831/pep.v26i2.51816

Abstract

Developing an instrument for the need for academic guidance and counseling topics is a strategic step to support the needs assessment carried out by guidance and counseling teachers and counselors in schools. The development of this instrument had been carried out by Arfalah using exploratory factor analysis. This study aims to analyze the instrument using the Rasch model. The research procedure began with collecting data from two integrated online needs assessments of academic guidance and counseling instruments. The content validity test involved six experts, and the field test involved 111 students from three junior high schools in Yogyakarta. Data were analyzed using Winsteps version 3.73 according to Fisher’s five criteria for a good instrument. The content validity test showed Aiken’s coefficient of 0.71, considered in the high category. Meanwhile, the results of the Rasch test showed the item response model. The analysis also indicated high reliability on both instruments above 0.90 and Cronbach’s alpha value of 0.98. Five items were decided to be maintained based on the misfit test explored. The accuracy and focus of the instruments in revealing the need for academic guidance and counseling topics for high school students indicated a number above 40% and a fairly good level of instrument contamination, which was below 10%.

Keywords

Rasch model; need assessment; academic; guidance and counseling program; junior high school

Full Text:

PDF

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012.

Ardi, Z. (2019). An analysis of education principle implementation in an online counseling approach: A preliminary study based on analysis using the Rasch model. COUNS-EDU: The International Journal of Counseling and Education, 4(2), 59-68. https://doi.org/10.23916/0020190418720.

Arfalah, S. (2018). Pengembangan instrumen Need Assessment topik layanan bimbingan dan konseling bidang layanan belajar. Universitas Negeri Yogyakarta.

Astramovich, R. L. (2011). Needs assessment: A key evaluation tool for professional counselors. https://counselingoutfitters.com/vistas/vistas11/Article_41.pdf.

Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model. Psychology Press. https://doi.org/10.4324/9781410614575.

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer Science & Business Media.

Boone, W. J., Townsend, J. S., & Staver, J. (2011). Using Rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: An exemplar utilizing STEBI self-efficacy data. Science Education, 95(2), 258-280. https://doi.org/10.1002/sce.20413.

Fadilah, N., & Mundilarto, M. (2019). Design and content validity analysis of physics test based on local wisdom for high school students. International Journal of Educational Research Review, 4(4), 602–609. https://doi.org/10.24331/ijere.628426.

Fisher, W. P. (2007). Rating scale instrument quality criteria. Rasch Measurement Transaction, 21, 1095. http://www.rasch.org/rmt/rmt211a.htm.

Hays, D. G. (2013). Assessment in counseling: A guide to the use of psychological assessment procedures. American Counseling Association.

Latif, S., Suherman, U., Supriatna, M., & Ilfiandra, I. (2022). Developing a cultural intelligence instrument for guidance and counseling teachers. Journal of Educational Science and Technology, 8(1), 9–16. https://doi.org/10.26858/est.v8i1.19653.

Lubis, M. A. (2020). Pengembangan instrumen need assessment topik layanan bimbingan klasikal bidang bimbingan dan konseling pribadi pada siswa di SMP Negeri 1 Yogyakarta. Master thesis, Universitas Negeri Yogyakarta, Yogyakarta.

Marfu’i, L. N. R. L. (2019). The analysis critical thinking skills of guidance and counseling students: A pilot study using RASCH model analysis. Konselor, 8(2), 52-58. https://doi.org/10.24036/0201982105910-0-00.

Mofreh, S. A. M., Ghafar, M. N. A., Omar, A. H. H., Mosaku, M., & Ma’ruf, A. (2014). Psychometric properties on lecturers’ beliefs on teaching function: Rasch model analysis. International Education Studies, 7(11), 47-55. https://doi.org/10.5539/ies.v7n11p47.

Ng, S. E., Yeo, K. J., & Mohd Kosnin, A. B. (2018). Item analysis for the adapted motivation scale using Rasch model. International Journal of Evaluation and Research in Education (IJERE), 7(4), 264-269. http://doi.org/10.11591/ijere.v7i4.15376.

Prasetya, A. B., Purnama, D. S., & Prasetyo, F. W. (2020). Validity and reliability of the perceived stress scale with RASCH model. PSIKOPEDAGOGIA Jurnal Bimbingan Dan Konseling, 8(2), 48-51. https://doi.org/10.12928/psikopedagogia.v8i2.17903.

Pristanti, N. A. (2017). Pengembangan instrumen need assessment topik layanan bimbingan dan konseling bidang layanan sosial. Master thesis, Universitas Negeri Yogyakarta, Yogyakarta.

Putra, S. (2018). Pengembangan instrumen need assessment topik bimbingan klasikal bidang layanan bimbingan dan konseling karier bagi siswa di SMP Negeri 1 Yogyakarta. Master thesis, Universitas Negeri Yogyakarta, Yogyakarta.

Putri, D. R. K. (2018). Pengembangan aplikasi Need Assesment “Konselor Sekolah” berbasis Android dalam upaya pengintegrasian kebutuhan siswa di SMK Negeri Tutur, Pasuruan. Jurnal BK UNESA, 8(1), 82–89. https://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/22346.

Ramli, M., Hidayah, N., Flurentin, E., Zen, E. F., Lasan, B. B., & Hambali, I. (2017). Esensi bimbingan dan konseling pada satuan jalur, jenis, dan jenjang pendidikan. Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan.

Sahputra, D., Syahniar, S., & Marjohan, M. (2016). Kontribusi kepercayaan diri dan kecerdasan emosi terhadap komunikasi interpersonal siswa serta implikasinya dalam pelayanan bimbingan dan konseling. Konselor, 5(3), 182-193. https://doi.org/10.24036/02016536554-0-00.

Salmela-Aro, K. (2011). Stages of adolescence. In Encyclopedia of adolescence (pp. 360–368). Elsevier. https://doi.org/10.1016/B978-0-12-373951-3.00043-0.

Scotia, N. (2007). Comprehensive guidance and counselling program. Educational Counseling.

Sumintono, B. (2018). Rasch model measurements as tools in assesment for learning. In Proceedings of the 1st International Conference on Education Innovation (ICEI 2017), 38-42. https://doi.org/10.2991/icei-17.2018.11.

Syafaruddin, S, A., & N., D. (2019). Dasar-dasar bimbingan dan konseling: Telaah konsep, teori, dan praktik. Perdana Publishing.

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s Alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd.

Wahidah, N., Cuntini, C., & Fatimah, S. (2019). Peran dan aplikasi assessment dalam bimbingan dan konseling. Fokus, 2(2), 45–56. http://dx.doi.org/10.22460/fokus.v2i2.3021.

Watkins, R., West-Meiers, M., & Visser, Y. (2012). A guide to assessing needs: Tools for collecting information, making decisions, and achieving development results. World Bank.

Yudistira, I., Wicaksono, L., & Lestari, S. (2018). Identifikasi kesulitan belajar dan penyusunan program bimbingan belajar siswa kelas X SMA Negeri 5 Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 7(9), 49–54. http://dx.doi.org/10.26418/jppk.v7i9.27874.

DOI: https://doi.org/10.21831/pep.v26i2.51816