Investigating Problem-Based Worksheets (PBWs) to Improve Understanding in Logic Gates Topic: Stacking and Racking Analyses in Rasch Model

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Detalles Bibliográficos
Publicado en:	Educational Process: International Journal vol. 16 (2025), p. e2025243
Autor principal:	Utami, Nisaudzakiah
Otros Autores:	Setiawan, Agus, Hamidah, Ida, Koehler, Thomas
Publicado:	UNIVERSITEPARK Limited
Materias:	Indonesia Problem Based Learning Worksheets Item Response Theory Models Electronic Equipment Problem Solving Active Learning Scaffolding (Teaching Technique) Career and Technical Education Schools High Schools High School Students Intervention Instructional Effectiveness Holistic Approach Learning Experience Student Behavior Testing Learner Engagement Difficulty Level Foreign Countries
Acceso en línea:	Citation/Abstract Full text outside of ProQuest
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Descripción
Resumen:	Background/purpose: This study investigated the effectiveness of Problem-Based Worksheets (PBWs) in improving conceptual understanding of logic gates. PBWs were designed with key characteristics that integrate authentic problem-solving, active student engagement, and conceptual scaffolding to support critical thinking processes. A total of 32 vocational high school (VHS) students in Indonesia were involved in the PBWs class. Materials/methods: This study employed a quantitative quasiexperimental one-group pretest-posttest design to examine the effects of PBWs on students' conceptual understanding. The intervention was conducted for 90 minutes, and 90 minutes for pre- and post-tests. Data were analyzed using stacking and racking within the Rasch model to measure changes in students' understanding and item characteristics. Results: The results significantly improved students' conceptual understanding of logic gates after the PBWs intervention. Due to nonnormal data distribution and small sample size (n = 32), Mann--Whitney U and Wilcoxon tests were used, both confirming statistically significant score increases (p < 0.05). Rasch analysis further supported this improvement, with a logit difference of -7.14 between pre- and posttests. Racking analysis revealed that item difficulty shifted, particularly for items 3, 5, 6, and 8. Despite overall gains, anomalies such as guessing, cheating, and carelessness influenced some students' results, as detected through response patterns and scalogram analysis. ConclusionL This study concluded that PBWs effectively improved students' conceptual understanding of logic gates in pneumatic. PBWs offered a more engaging and holistic learning experience. These findings highlight the need for consideration of student behaviour during testing to ensure accurate interpretation of educational outcomes.
ISSN:	2147-0901
Fuente:	ERIC