Development of a Wetland-Oriented Global Warming Conceptual Understanding Test Using Rasch Model
DOI:
10.29303/jppipa.v12i7.14414Published:
2026-07-25Downloads
Abstract
One of the main issues in Sustainable Development Goal (SDG) 13 is global warming, which demands increased climate literacy through science education. However, previous research has shown the limited availability of valid and contextual assessment instruments to measure the understanding of global warming concepts oriented towards wetland characteristics. This study aims to develop and analyze a wetland-oriented global warming concept understanding test using the Rasch model. This research and development uses a 4D model consisting of the Define, Design, Develop, and Disseminate stages. The instrument, which has been validated by experts and tested on a limited basis, was then empirically tested on 254 10th-grade high school students in Banjarmasin City. The analysis results show that the test validity is in the good category, while the test reliability is in the good category with a Cronbach’s Alpha value of 0.87. The Wright map item shows the distribution of item difficulty levels divided into four groups based on a mean of 0.00 and a standard deviation of 0.95. The test information function is normally distributed. The Outfit MNSQ, Outfit ZSTD, PT Measure Correlation, and item characteristic curves showed that all items fit the model. These findings confirm that the developed instrument is suitable for measuring understanding of global warming concepts fairly and contextually. This study demonstrates that integrating wetland contexts into assessments can strengthen the relevance of physics education to climate change issues and support the development of sustainable climate literacy at the secondary school level.
Keywords:
Conceptual understanding Global warming Rasch Test WetlandReferences
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