Rasch Calibration on the Belief about Mathematics Teaching and Learning Scale Development

Background. Evaluating beliefs is essential, as the concept has a significant influence on mathematics learning in the classroom. Therefore, this research aimed to provide an instrument for assessing beliefs regarding mathematics teaching and learning.

Methods. The survey consisted of 311 females and 96 males, totaling 407 respondents, and a validated questionnaire was used to collect the data. The reliability and validity of the instrument were evaluated using the Rasch Model to analyze Cronbach’s Alpha, item reliability, and person reliability. Additionally, validity was assessed through item fit order, item unidimensionality, item measurement, partial-credit scale, and bias testing. This statistical process provided strong support for the reliability and validity of the instrument.

Results. The results showed the alignment between the research instrument items and responses. This is evident from the Cronbach's Alpha value, which has an excellent interpretation. The person's reliability value, with fairly good interpretation, indicates the consistency of their answers. Meanwhile, the item reliability value indicates the quality of the instrument, providing an excellent understanding.

Conclusion. A total of thirty statements were effective out of sixty-four developed to measure beliefs about mathematics teaching and learning. This research makes an original contribution to the field of mathematics education by developing a valid and reliable measurement instrument for mathematical beliefs. The implementation of the instrument evaluated students' and teachers’ beliefs, enabling targeted professional development interventions.

Keywords: Learning beliefs, mathematical beliefs, mathematics teaching, measurement tool development, Rasch model

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