Measuring of student learning performance based on geometry test for middle class in elementary school using dichotomous Rasch analysis

摘要

Understanding of geometry concept properly and precisely can stimulate students to representing and expressing the world around in orderly order. This study was designed to measure student's ability in answered geometry exam. The study involved 186 students in elementary school. Data collected based on the results of midterm examination; conducted in March 2018 and analysed using dichotomous Rasch model approach. The results of this study show that overall the students ability in identifying the number of sides in geometry image is fascinating. Unfortunately, students get it difficult to work on narrative test in geometry. It is clearly recognized that students experience difficulties in explaining and determining the circumference and square area, rectangular and triangular and second-rank relations with square roots. Furthermore, there are excellent students taking on geometry questions on certain competency requirements; and there are students failed to finish geometry exam properly. The quality of tests applied to students in mathematics exams is also a substantial issue into the discussion on this article. The findings of this research can be a substantial input for classroom teachers in developing suitable geometry learning methods and dealing with the issues linked to students' ability to learn geometry in elementary schools.