Assessing the Knowledge and Skills of Prospective Physics Teachers in Designing 4C Skills-Oriented Learning: Rasch Analysis
DOI:
https://doi.org/10.48161/qaj.v5n1a1544Abstract
In 21st-century education, the ability to integrate 4C skills into learning designs and assess their effectiveness is paramount for prospective physics teachers, as it contributes to enhancing the quality of teaching and cultivating diverse student competencies. To this end, training sessions and lectures have been conducted to equip prospective physics teachers with the necessary skills for 4C-oriented learning. However, the evaluation of these competencies is crucial to ensure their mastery. This study aims to provide a more profound understanding of the extent to which prospective physics teachers integrate 4C skills in learning design and evaluate the effectiveness of the designed assessment instruments. A quantitative method with a survey design was conducted on 151 prospective physics teachers selected using a purposive sampling technique. The research instrument was a 21st-century learning knowledge test and a rubric for assessing teaching modules and LKPD (student worksheet). Rasch Model analysis was employed to determine the quality of the instrument and evaluate the prospective physics teachers' proficiency in developing learning. The findings revealed that the knowledge test instrument and the rubric for assessing teaching modules and LKPD met the criteria for good validity and reliability. Notably, in the knowledge domain, the instrument items exhibited a bias of 18.57%, based on the semester level. The evaluation results indicated that the prospective physics teachers' knowledge and skills in designing 4C skill-oriented learning were comparatively inadequate. These findings offer preliminary insights into the necessity to enhance the physics teacher education curriculum to align more closely with future demands. Consequently, it is imperative to integrate training, guidance, and practice based on 4C skills more systematically into the physics teacher education program.
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