STUDENTS' COGNITIVE ANALYSIS USING RASCH MODELING AS AN ASSESSMENT FOR PLANNING OF STRATEGIES IN CHEMISTRY LEARNING

Rasch modelling based on assessment can help teachers analyze the students' cognitive knowledge level and development. However, teachers are considered unsuccessful in teaching where the achievement of indicators in learning science, such as chemistry, is not holistically actualized. This study aimed to analyze High School students' knowledge in Banjarmasin City, especially on students' knowledge (cognitive aspect), using the Rasch modelling data analysis technique and exploring how chemical learning strategies are planned based on the symptoms of the data obtained. The data collection technique used a dichotomous format test technique (multiple choices). The research method used was descriptive with a quantitative approach to examine Rasch's various data, which was then interpreted qualitatively to describe the issues raised. The study results show that person reliability (students) based on Rasch modelling analysis is +0.79, and item reliability is +0.98, where the value indicates that the consistency of the participant response pattern is "sufficient." Then, the mean person measure is -0.07, while the mean item is 0.00. It means that the participants' "mean value" is below the "mean value" of the item that the students' ability is below the item's ability. The Rasch data's recapitulation value showed that the response patterns of various data symptoms and those data were interpreted. It showed students' knowledge of atomic structure material was still considered low based on the Rasch model criteria. This is a reference for making appropriate chemical learning strategy plans to improve their knowledge. In conclusion, Rasch modelling-based assessment is effectively used in analyzing students' (cognitive) ability on atomic structure material. These results produce a strategic plan like what in chemistry learning such as the importance of conducting further diagnoses using misconception tests, identifying students' learning styles, constructing students' knowledge through the concept of chemical representation, and developing appropriate learning media according to their needs (students).


INTRODUCTION
Students' opinions already know before they have any learning experience, and that knowledge is known as "prejudice." [1]. The process of learning chemistry is a significant component in constructing their knowledge into scientific knowledge (scientific concepts). This knowledge construction process requires a cognitive conflict so that the students understand but can also interpret the phenomena they analyze [2][3]. Chemistry is closely related to phenomena and or human life, to be the basis of understanding in cognitive reinforcement, especially in learning chemistry.
there needs to be a renewal in the chemistry learning process where the awakening does not only come for instructors and students. but also for other components such as the selection of learning media [2], [8], [9], learning style analysis [10,11,12], concepts basic chemistry learning is representationbased learning [13] - [17], and conducting learning assessments [18] - [25]. According to [1], students' structure and mental models that are not optimal make it difficult for them to understand and eventually experience misconceptions or do not understand the concepts given. However, the students' problematic dose of misunderstanding is difficult to change; it needs a specific approach to have a proper and scientific understanding [7]. This means that there needs to be a renewal in the chemistry learning process where resurrection does not only come for instructors and students. Many components contribute to the learning process of chemistry, such as the selection of learning media media [2], [8], [9], learning style analysis [10,11,12], the basic concept of chemistry learning, namely representation-based learning [13] - [17], and conducting learning assessments [18] - [25].. The concept of representation is an inseparable part of chemistry learning [13], [15], [17], [26]- [28]. The students' understanding at the level of representation (macro, sub-micro, symbolic, visual, and mathematical) can help them improve their mental structure and models and motivation [29]. Besides, [1] also revealed that the dose The Rasch modelling principle that each individual has the same chance or opportu-nity to answer one item correctly is similar when the students' ability is compared with the questions' level of difficulty [1] - [4]. In Rasch modelling, the students' knowledge is demonstrated through logit value, even [5] emphasized that Rasch modeling analyzes the students' ability and the ability of items, so the instruments used are valid and reliable in terms of measurement.
Then, previous study [22], [35], added that the validity and reliability of Rasch Model-based items could be used as reference material in the process of assessing students' abilities, especially in the analysis of cognitive structure which is evaluated as an indicator of academic achievement. the use of distractor in the diagnosis process based on Rasch is an appropriate way to analyze the development of the students' understandding [6], [7].

METHODS
Descriptive research is a study chosen using a quantitative approach [8] to determine the students' basic cognitive ability of atomic structure material, which is then analyzed using Rasch modelling [5]. The symptoms of Rasch modelling data are then interpreted and explained qualitatively to make the brought issues, which is cognitive analysis, can be narrated precisely and in detail. What is needed here is like cognitive or thinking skills in learning chemistry, given the many paradigms built that chemistry is a difficult subject.
Whereas according to [12], chemistry is an inseparable part of universal aspects, making it easier for participants to understand and interpret chemical materials.
The cognitive test with Rasch modelling is the second stage test. Where previously the same test had been carried out with a sample of 453 high school students, where this process used a test with the same multiple choice questions, in the topic atomic structure, and was distributed to 11 high schools in Banjarmasin, South Kalimantan. This second stage test is expected to obtain a concrete picture of the cognitive aspects of students. This explanation will make a teacher get an idea of developing students' thinking patterns towards chemistry.  The result of the Rasch data disclosed is part of renewal in improving the quality of chemistry learning, especially the quality of thinking of the students.

RESULTS AND DISCUSSION
The picture below is a maps variable which shows the comparison of ability between items and students. On the right side is the "item" sign or distributed question, while on the left side is the "person" or student who responds to the item. The maps variable shows that the position of the item is above the rank of the person. That means that the initial analysis shows that the student's ability is below the ability of the question, which is then strengthened by other data in Rasch modelling. Code "x," which is lined up as "xxxxxxx," means that some students have the same ability so that in logit value, they have the same capacity (x = one student Overall, based on map variable data, each student has a variety of abilities in responding to a given problem, and or even most students have the same ability to respond. The maps variable is not the only one full reference related to the analysis of the students' cognitive ability in the atomic structure's chemistry material.        shows that the mean person measure is amounted to -0.07, while the mean item is 0:00. It means that the participants' "mean value" is below the items' "mean value" that the students' ability is below the items' ability. Then, the alpha Cronbach value, which aims to find out the interaction between person and item as a whole, had a value of 0.82; if seeing the criteria for alpha Cronbach, the score is in the criteria of "Good." The person reliability value gained is +0.79, and the item reliability is +0.98, in which the matter indicates that the consistency of the participants' response patterns is "enough." In contrast, the quality of test items in its reliability aspect instrument is classified as "special" [5]. The cognitive structure of the participants is considered acceptable in responding to the variety of questions distributed. This result almost has the same characteristics when this cognitive test is distributed to college students who assumed they (students) could answer or respond to questions correctly. Still, they have the reliability or ability to answer questions in weak criteria (person reliability is 0.00, and item reliability is 0.89).
It means that the students are under the command of the problems. In terms of education, college students should have a better and more appropriate response because they have experienced various learning experiences with many types of Subjects (MK) in the classroom and even theory proofing in the laboratory.

Overall cognitive analysis based on
Rasch modelling data shows a need for renewal in learning chemistry. Research using the Rasch model is an alternative way to analyze how far the students' abilities in understanding phenomena [5], [15], [16]. The Rasch model does not only analyze from the cognitive aspects of the knowledge of students, but Rasch modelling also helps in detecting the appropriateness of instruments that are being used as measuring instruments such as multiple choices cognitive tests, essays, etc. [3], [16]- [19].
Statistical data shown by Rasch modeling helps the researcher map and interpret numbers based on the data's symptoms shown [20]. In fact, [21] have made an update by developing an instrument based on computer modelling with Rasch's approach to assessing the students' conceptual ability.
This research results in a manifestation that assessing students' knowledge can use the strategy described.
Related to the explanation above, the recapitulation of the Rasch model data obtained shows that the teachers need to do various strategies in chemistry learning, especially in atomic structure material. The first strategy is for the teachers to analyze or retest the students through a test based on a misconception [22].
Besides, [22] also added that the teachers are prohibited from having an understanding that each participant has "zeroknowledge" before they understand a context of phenomena; it means that each student already has knowledge called "pre-concepts." Therefore, the teachers need to construct this knowledge into "scientific concepts." In the second strategy, the teachers identify the students' learning styles.
Each individual has their respective characteristics, so it needs to be known precisely related to their learning styles, especially prospective teachers [23]. Moreover, learning style and cognitive are mutually influential units because each experiences various transformations, including incidents and perspective changes, so they tend to have different learning needs [24]. Multiple intelligences are one of the learning styles used as an indicator by teachers to determine each participant's strengths and weaknesses [25].

Figure 8. Planning of Strategies in Chemistry Learning according to Research Results
The third strategy is applying representation-based chemistry learning because representation is an appropriate concept in understanding chemical material [26]- [29]. Assessed, as a very suitable concept [12], it reinforces that learning chemistry with the idea of representation, especially the sub-microscopic level, will help the students interpret a phenomenon scientifically. Although [30] said that the concept of multi-representation is a difficult concept to learn, [31], [32]  The fourth strategy is to develop chemical learning media such as teaching materials, technology media, and modules as supplements or supports in the learning process. According to [33], textbooks or teaching materials are traditional media often used in the school environment. The development of learning media needs to adjust to the students' learning needs, so the media is a product of development and can also motivate learning participants [33].
That is, instructional media is not oriented on the product or media, but how far the media influences and changes the students' perspective scientifically [33]- [35]. In addition to simplifying the learning process, [36]  Then, the mean person measure is -0.07, while the mean item is 0.00. It means that the participants' "mean value" is below the "mean value" of the items/questions; thus, the students' ability is below the items' ability. In conclusion, assessment based on Rasch modelling effecttively analyzes students' (cognitive) knowledge of atomic structure material. This result produces chemical learning strategies that are, 1) the importance of conducting further diagnoses using misconception tests, 2) identifying students' learning styles, 3) constructing students' knowledge through the concept of chemical representation, and 4) developing appropriate learning media according to their needs (students).