Item response theory approach in the preparation of instruments for identification of mathematics learning difficulties

Abstract

The difficulty of learning mathematics can be experienced by anyone, from elementary school students to students in college. Difficulty learning mathematics in students if not detected early will have a special detrimental impact on Primary teacher students who will later become teachers in elementary school. Basic mathematics is a basic competency that must be mastered for Primary teacher students. In fact, in the field, there are still many Primary teacher students who have difficulty learning mathematics, especially basic mathematics. However, research on the instrument identification test of the difficulty of learning mathematics in students in basic mathematics courses is still very little especially with the approach of item response theory. Some studies still use the classic theory that is sample bound. The purpose of this study is to (1) describing the multiple-choice test instruments with the three-parameter model item response theory approach and (2) analyzing whether the instrument test multiple choice with the IRT 3PL theory approach can identify the difficulty of learning the mathematics of Primary teacher students in basic mathematics courses. The research method used is quantitative research and development (R&D) with a total of 250 Primary teacher students at a private university in Tangerang. The results showed multiple-choice test instruments with the IRT 3PL approach can identify students who have difficulty learning mathematics in basic mathematics courses.