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

Artigo2025

Muhtarom Muhtarom ORCID; Nizaruddin Nizaruddin ORCID; Duwi Nuvitalia ORCID; Tjaart Jan B. Estrada ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
Educational Process: International Journal, v. 16, n. 1, p. 2025273
Editora
ÜNİVERSİTEPARK Limited
Ano
2025 (2025-06)
Idioma
en
Palavras-chave
learning beliefs; mathematical beliefs; mathematics teaching; measurement tool development; rasch model; Test Construction; Measures (Individuals); Mathematics Instruction; Beliefs; Test Reliability; Test Validity; Bias; Teacher Attitudes; Student Attitudes; Preservice Teachers; Teachers; mathematics beliefs; mathematics teaching and learning; scale development; instrument validation; item fit; unidimensionality; measurement invariance; student beliefs; teacher beliefs; mathematics education
Temas
Formação de Professores de Matemática
DOI
10.22521/edupij.2025.16.273
ISSN
2147-0901, 2564-8020
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MUHTAROM, Muhtarom et al.. Rasch Calibration on the Belief about Mathematics Teaching and Learning Scale Development. Educational Process: International Journal, v. 16, n. 1, p. 2025273, 2025. DOI: https://doi.org/10.22521/edupij.2025.16.273.

APA

Muhtarom, M., Nizaruddin, N., Nuvitalia, D., & Estrada, T. J. B. (2025). Rasch Calibration on the Belief about Mathematics Teaching and Learning Scale Development. Educational Process: International Journal, 16(1), 2025273. https://doi.org/10.22521/edupij.2025.16.273

BibTeX
@article{muhtarom2025,
  author = {Muhtarom, Muhtarom and Nizaruddin, Nizaruddin and Nuvitalia, Duwi and Estrada, Tjaart Jan B.},
  title = {Rasch Calibration on the Belief about Mathematics Teaching and Learning Scale Development},
  year = {2025},
  journal = {Educational Process: International Journal},
  volume = {16},
  number = {1},
  pages = {2025273},
  publisher = {ÜNİVERSİTEPARK Limited},
  doi = {10.22521/edupij.2025.16.273},
  language = {en}
}
RIS
TY  - JOUR
AU  - Muhtarom, Muhtarom
AU  - Nizaruddin, Nizaruddin
AU  - Nuvitalia, Duwi
AU  - Estrada, Tjaart Jan B.
TI  - Rasch Calibration on the Belief about Mathematics Teaching and Learning Scale Development
PY  - 2025
JO  - Educational Process: International Journal
VL  - 16
IS  - 1
SP  - 2025273
DO  - 10.22521/edupij.2025.16.273
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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