@article{unfried_rachmatullah_alexander_wiebe_2022, title={An alternative to STEBI-A: validation of the T-STEM science scale}, volume={9}, ISSN={["2196-7822"]}, url={https://doi.org/10.1186/s40594-022-00339-x}, DOI={10.1186/s40594-022-00339-x}, abstractNote={Abstract
                Background
                The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run.
              
                Results
                Based on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above- and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well.
              
                Conclusions
                Through the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.
              }, number={1}, journal={INTERNATIONAL JOURNAL OF STEM EDUCATION}, publisher={Springer Science and Business Media LLC}, author={Unfried, Alana and Rachmatullah, Arif and Alexander, Alonzo and Wiebe, Eric}, year={2022}, month={Mar} }
 @article{lee_rachmatullah_shin_sya'bandari_rusmana_aini_ha_2021, title={A comparison of Korean and Indonesian secondary school students' career values}, ISSN={["1573-1782"]}, DOI={10.1007/s10775-021-09476-1}, journal={INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE}, author={Lee, Jun-Ki and Rachmatullah, Arif and Shin, Sein and Sya'bandari, Yustika and Rusmana, Ai Nurlaelasari and Aini, Rahmi Qurota and Ha, Minsu}, year={2021}, month={May} }
 @article{rachmatullah_wiebe_2021, title={Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills}, volume={11}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21738}, abstractNote={AbstractIntegral to fostering computational thinking (CT) skills, which are increasingly essential in today's digital era, has been the shift of paper‐based pictorial modeling activities to computational modeling. Research has indicated that modeling activities can advance students' understanding of a system's mechanism (i.e., systems thinking), such as an ecosystem. The current study examines the impacts of paper‐based pictorial and computational modeling activities on students' systems thinking and CT skills. A total of 751 seventh‐grade students were involved in online modeling activities, spanning over 4 days, and were assigned purposefully to a paper‐based modeling condition (n = 374) or a computational modeling (n = 377) condition. They took systems‐thinking‐embedded food web and CT assessments before and after the four activities, in addition to a formative assessment after each activity. Multilevel modeling and repeated‐measures correlation tests were used to analyze the students' quantitative data. Epistemic network analysis (ENA) was utilized to map out students' perceptions of what they believed they learned from the activities. The results revealed significant increases in the systems thinking‐embedded food web constructs in both conditions. However, the increase of CT skills in the paper‐based pictorial condition was not as significant as the increase in the computational modeling condition. ENA results showed that students in the computational modeling condition had more co‐occurrences between science and computer science or CT concepts than those in the paper‐based pictorial condition. These findings illuminate the benefit of engaging students in computationally rich science activities to advance both systems thinking and CT skills.}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Rachmatullah, Arif and Wiebe, Eric N.}, year={2021}, month={Nov} }
 @article{rachmatullah_park_ha_2021, title={Crossing borders between science and religion: Muslim Indonesian biology teachers’ perceptions of teaching the theory of evolution}, volume={17}, ISSN={1871-1502 1871-1510}, url={http://dx.doi.org/10.1007/s11422-021-10066-4}, DOI={10.1007/s11422-021-10066-4}, number={2}, journal={Cultural Studies of Science Education}, publisher={Springer Science and Business Media LLC}, author={Rachmatullah, Arif and Park, Soonhye and Ha, Minsu}, year={2021}, month={Jul}, pages={589–624} }
 @article{boulden_rachmatullah_oliver_wiebe_2021, title={Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT}, volume={26}, ISSN={["1573-7608"]}, url={https://doi.org/10.1007/s10639-021-10487-2}, DOI={10.1007/s10639-021-10487-2}, number={4}, journal={EDUCATION AND INFORMATION TECHNOLOGIES}, publisher={Springer Science and Business Media LLC}, author={Boulden, Danielle Cadieux and Rachmatullah, Arif and Oliver, Kevin M. and Wiebe, Eric}, year={2021}, month={Jul}, pages={4663–4689} }
 @article{rachmatullah_reichsman_lord_dorsey_mott_lester_wiebe_2021, title={Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory}, volume={30}, ISSN={["1573-1839"]}, DOI={10.1007/s10956-020-09896-8}, number={4}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Rachmatullah, Arif and Reichsman, Frieda and Lord, Trudi and Dorsey, Chad and Mott, Bradford and Lester, James and Wiebe, Eric}, year={2021}, month={Aug}, pages={511–528} }
 @article{rusmana_sya'bandari_aini_rachmatullah_ha_2021, title={Teaching Korean science for Indonesian middle school students: promoting Indonesian students' attitude towards science through the global science exchange programme}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2021.1938278}, abstractNote={ABSTRACT In the globalisation era, engaging youth in science and technology is a joint responsibility across nations. This study examined the effects of Global Korean Science Program (GKSP) on 608 Indonesian middle school students’ attitudes towards science. Their science attitudes were assessed before and after the programme with Behaviour, Related Attitudes, and Intentions towards Science (BRAINS) survey. We also collected students’ responses to an open-ended programme evaluation. The repeated-measures ANOVA was performed to compare students’ attitudes before and after the programme by including gender effect, followed by clustering analysis and magnitude coding to analyse open-ended programme evaluation data. Results showed that GKSP improved students’ behavioural and normative beliefs, suggesting that the programme had positive impacts on students’ beliefs about the importance of science in daily life. The decline in students’ control belief towards science after the programme indicates the possibility of science contents delivered in programme being more difficult than in the typical Indonesian science curriculum. Additionally, we found a significant gender effect on intention and normative dimensions. Furthermore, clustering analysis classified students into three groups; small changes (62%), increase trend (29%), and decrease trend (9%) indicating that most students participating in the study experienced a small science attitudes shift.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Rusmana, Ai Nurlaelasari and Sya'bandari, Yustika and Aini, Rahmi Qurota and Rachmatullah, Arif and Ha, Minsu}, year={2021}, month={Jun} }
 @article{rachmatullah_mayhorn_wiebe_2021, title={The effects of prior experience and gender on middle school students? computer science learning and monitoring accuracy in the Use-Modify-Create progression}, volume={86}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2021.101983}, abstractNote={This study investigated middle school students' computer science (CS) learning and monitoring accuracy in the Use-Modify-Create (UMC) progression. This study also examined the effects of prior experience and gender on CS learning and monitoring accuracy measured with sensitivity (proportion of confidence in correct answers) and specificity (proportion of uncertainty in incorrect answers). A total of 255 middle school students participated in this study. A one-group pretest-posttest design was used, and the data were analyzed using multilevel modeling and repeated-measures correlation tests. The results show a non-significant interaction effect of prior experience and gender on students' CS learning and monitoring accuracy. We found that gender significantly interacted with students' CS learning and monitoring accuracy, primarily specificity. In particular, UMC progression was able to reduce the gender gap in CS performance, and improved male monitoring accuracy. The results also showed a significant positive correlation between students' CS performance and sensitivity, and negative correlation with specificity. We discuss the results around the potential advantage of using a UMC progression strategy to reduce gender gaps in CS education, as well as the extent to which UMC can facilitate better instructional environments for serving students with a range of prior experiences.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={Rachmatullah, Arif and Mayhorn, Christopher B. and Wiebe, Eric N.}, year={2021}, month={Feb} }
 @article{aini_rachmatullah_harliadi_ha_2020, title={Indonesian Pre-service Biology Teachers' and Biology Education Professors' Views on Evolution}, volume={29}, ISSN={["1573-1901"]}, DOI={10.1007/s11191-020-00127-5}, number={3}, journal={SCIENCE & EDUCATION}, author={Aini, Rahmi Qurota and Rachmatullah, Arif and Harliadi, Muhammad Dika and Ha, Minsu}, year={2020}, month={Jun}, pages={713–741} }
 @article{aini_rachmatullah_roshayanti_shin_lee_ha_2020, title={Testing validity inferences of science motivation questionnaire (SMQ-II) instrument: Rasch-based analysis with Indonesian secondary students}, volume={1521}, ISSN={["1742-6596"]}, DOI={10.1088/1742-6596/1521/4/042101}, abstractNote={Abstract
               Examining science motivation is essential for science learning in the classroom, even more, science motivation is often related to students’ achievement and performance. The test of science motivation has broadly employed and some of the instrument has been translated into a local language where the instrument used. The current study explores the validity evidence of Science Motivation Questionnaire II (SMQ-II) by IRT-Rasch based analysis using Test Analysis Models ‘TAM’ Package v. 3.1-45 in R software from Indonesian context. This study reveals construct validity of SMQ-II instrument based on The Standards for Educational and Psychological Testing using Messick’s (1989) validity theories and construct validity. The data collected from 984 Indonesian middle and high school students. As result, the current study had SMQ-II validity evidence which includes (1) Dimensionality of the instrument using Exploratory Factor Analysis and Rasch-analysis likelihood ratio approach, (2) Expected A Posteriori (EAP) reliability and Weighted Maximum Likelihood Estimation (WLE) reliability, (3) Item fit and item properties, (4) Wright Map using Rasch modeling. The result of construct analysis shows that the instrument was appropriate with a theory where the construct was categorized into five dimensions, all the items of SMQ-II fit the rasch modelling, and the internal reliability of each dimension is categorized as good. In general, the current study suggests that SMQ-II instrument of Indonesian version is adequate to be implemented in Indonesia.}, journal={INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION 2019 (ICMSCE 2019)}, author={Aini, R. Q. and Rachmatullah, A. and Roshayanti, F. and Shin, S. and Lee, J. K. and Ha, M. S.}, year={2020} }
 @article{park_rachmatullah_park_liu_2019, title={Assessment of the quality and generalizability of the revised UCLA loneliness scale in Chinese and Korean community-dwelling elderly populations using item response theory (IRT)-Rasch modeling and hybrid IRT-logistic regression}, volume={45}, ISSN={["1521-0472"]}, DOI={10.1080/03601277.2019.1670908}, abstractNote={ABSTRACT Objectives: This study aims to test the dimensionality, reliability, and item quality of the revised UCLA loneliness scale as well as to investigate the differential item functioning (DIF) of the three dimensions of the revised UCLA loneliness scale in community-dwelling Chinese and Korean elderly individuals. Method: Data from 493 elderly individuals (287 Chinese and 206 Korean) were used to examine the revised UCLA loneliness scale. The Research model based on item response theory (IRT) was used to test dimensionality, reliability, and item fit. The hybrid ordinal logistic regression-IRT test was used to evaluate DIF. Results: Item separation reliability, person reliability, and Cronbach’s alpha met the benchmarks. The quality of the items in the three-dimension model met the benchmark. Eight items were detected as significant DIF items (at α < .01). The loneliness level of Chinese elderly individuals was significantly higher than that of Koreans in Dimensions 1 and 2, while Korean elderly participants showed significantly higher loneliness levels than Chinese participants in Dimension 3. Several collected demographic characteristics and loneliness levels were more highly correlated in Korean elderly individuals than in Chinese elderly individuals. Conclusion: Analysis using the three dimensions is reasonable for the revised UCLA loneliness scale. Good item quality and the items of this measure suggest that the revised UCLA loneliness can be used to assess the preferred latent traits. Finally, the differences between the levels of loneliness in Chinese and Korean elderly individuals are associated with the factors of loneliness.}, number={10}, journal={EDUCATIONAL GERONTOLOGY}, author={Park, In H. and Rachmatullah, Arif and Park, In-Sook and Liu, Yang}, year={2019}, month={Oct}, pages={581–599} }
 @article{rachmatullah_ha_2019, title={Examining high-school students' overconfidence bias in biology exam: a focus on the effects of country and gender}, volume={41}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2019.1578002}, abstractNote={ABSTRACT Accurate, rational, and scientific decision making is now considered to be the most important skill in science education. Many studies have found that overconfidence bias is one of the cognitive biases hindering people from achieving such decision making. Gender and country play crucial roles in overconfidence bias. For instance, some particular cultures and genders tend to be more overconfident than others. However, whether or not the two variables interact to influence overconfidence bias also indirectly influences decision making, especially in the context of science education. The purpose of this study is to identify the effects of country and gender on performance, confidence, and overconfidence bias in the samples of Indonesian and Korean high-school students while doing on a biology exam. The twenty-one American Association for the Advancement of Science (AAAS) questions on the topics of genetics and evolution were administered to 297 Indonesian and 235 Korean high-school students, in their first and second years. Every question was featured with a question asking students how confident they are in answering the question correctly. The two-way Analysis of Variances (2-way ANOVA) test was used to answer the research questions. Based on the analyses, we found no significance interactional effects of gender and country in test scores. In contrast, we found a significant interactional effects in both confidence in genetics and evolution. Regarding overconfidence bias, for which that we merged both concepts, we found that country had a higher influence on students’ overconfidence bias than did gender. Additionally, we found the hard-easy effect phenomenon followed overconfidence bias phenomenon. The relationships between country, gender, science education, cognitive bias, and overconfidence bias are discussed. Suggestions for reducing overconfidence bias are also provided.}, number={5}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Rachmatullah, Arif and Ha, Minsu}, year={2019}, month={Mar}, pages={652–673} }
 @article{aini_rachmatullah_ha_2019, title={INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS' ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL}, volume={18}, ISSN={["1648-3898"]}, DOI={10.33225/jbse/19.18.654}, abstractNote={Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.}, number={5}, journal={JOURNAL OF BALTIC SCIENCE EDUCATION}, author={Aini, Rahmi Qurota and Rachmatullah, Arif and Ha, Minsu}, year={2019}, pages={654–667} }
 @article{rachmatullah_lee_ha_2020, title={Preservice science teachers' ecological value orientation: A comparative study between Indonesia and Korea}, volume={51}, ISSN={["1940-1892"]}, DOI={10.1080/00958964.2019.1633989}, abstractNote={Abstract The current study aimed to examine differences in ecological values between Indonesian and Korean preservice science teachers. Fifteen items from revised-New Ecological Paradigm based on value orientations were used as the research instrument. Two hundred seventy-three preservice science teachers participated in the study. Rasch analyses of dimensionality, item fit, and differential item functioning were used to explore the validity of the instrument. The independent-sample T-test and Pearson’s correlation test were utilized to compare data from the two countries. Preservice science teachers from the two different countries showed significant differences in only one of the three value orientations, which is egoistic value. Relationships among cultural, educational, and economic factors, as well as environmental values in these countries are discussed to fully explore the findings.}, number={1}, journal={JOURNAL OF ENVIRONMENTAL EDUCATION}, author={Rachmatullah, Arif and Lee, Jun-Ki and Ha, Minsu}, year={2020}, pages={14–28} }
 @article{rachmatullah_ha_park_2019, title={Relations among education, religiosity and socioeconomic variables}, volume={39}, ISSN={["2076-3433"]}, DOI={10.15700/saje.v39n1a1611}, abstractNote={This study demonstrates the relations of the position of education in the correlation between religiosity, and socioeconomic variables by using national-level, and large survey data. We used data from the international survey of 68 countries, and used statistical methods to create the composite scores of every variable. Next, we used Pearson and partial correlations to determine the significance of the relations between the three variables and path analysis to investigate the directions. The correlation coefficient between academic and religiosity variables was a significant and negatively high correlation; furthermore, the partial correlation was strong and significant when the socioeconomic variable was controlled. The correlation between religiosity and socioeconomic variables was a significant and negatively high correlation, and the partial correlation was not significant when the academic variable was controlled for. The correlation between academic and socioeconomic variables was a significant and positively high correlation, and the partial correlation was significant when the religious variable was controlled for. The path analysis reveals that the direction is as follows: socioeconomic, education, and finally, religiosity. Based on our results and the reviewed literature, this paper discusses how these results contribute to the secularization theory and how education mediates religiosity and socioeconomic variable. Keywords: education; international study; religiosity; socioeconomic}, number={1}, journal={SOUTH AFRICAN JOURNAL OF EDUCATION}, author={Rachmatullah, Arif and Ha, Minsu and Park, Jisun}, year={2019}, month={Feb} }