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Yıl 2019, Cilt: 7 Sayı: 3, 557 - 579, 15.09.2019

Adam Hadiana Aminudin İda Kaniawati Endi Suhendi Achmad Samsudin , Bayram Coştu , Rizal Adimayuda

https://doi.org/10.17478/jegys.574524
Cited By: 9

Öz

Kaynakça

  • Afif, N. F., Nugraha, M. G., & Samsudin, A. (2017, May). Developing energy and momentum conceptual survey (EMCS) with four-tier diagnostic test items. In AIP Conference Proceedings (Vol. 1848, No. 1, p. 050010). AIP Publishing.
  • Ahmed, M. A., Opatola, Y. M., Yahaya, L., & Sulaiman, M. M. (2018). Identification of Alternative Conceptions of Genetics Held By Senior School Students In Ilorin, Nigeria, Using A Three-Tier Diagnostic Test. Kiu Journal of Social Sciences, 4(1), 97-104.
  • Notaros, B. M. (2002). Concept inventory assessment instruments for electromagnetics education. In IEEE Antennas and Propagation Society International Symposium (IEEE Cat. No. 02CH37313) (Vol. 1, pp. 684-687). IEEE.
  • Ambrose, B. S., Heron, P. R., Vokos, S., & McDermott, L. C. (1999). Student understanding of light as an electromagnetic wave: Relating the formalism to physical phenomena. American Journal of Physics, 67(10), 891-898.
  • Ananta, A., Arifin, E. N., Hasbullah, M. S., Handayani, N. B., & Pramono, A. (2013, August). Changing ethnic composition: Indonesia, 2000-2010. In XXVII IUSSP international population conference (pp. 26-31).
  • Boone, W. J. (2016). Rasch analysis for instrument development: why, when, and how? CBE—Life Sciences Education, 15(4), rm4.
  • Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4(1), 1416898.
  • Brandt, S., Moulton, M., & Duckor, B. (2015). Advances in Rasch modeling: New applications and directions: Guest Editorial. Psychological Test and Assessment Modeling, 57(3), 338.
  • Caleon, I., & Subramaniam, R. (2010). Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves. International journal of science education, 32(7), 939-961.
  • Canu, M., Hosson, C., & Duque, M. (2016). Students’ understanding of equilibrium and stability: The case of dynamic systems. International Journal of Science and Mathematics Education, 14(1), 101-123.
  • Chan, S. W., Ismail, Z., & Sumintono, B. (2014). A Rasch model analysis on secondary students’ statistical reasoning ability in descriptive statistics. Procedia-Social and Behavioral Sciences, 129, 133-139.
  • Coştu, B. (2008). Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. Eurasia Journal of Mathematics, Science & Technology Education, 4(1).
  • Coştu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science, 40(1), 47-67.
  • Djanette, B., Fouad, C., & Djamel, K. (2013). What thinks the university's students about propagation of light in the vacuum?. European Scientific Journal, ESJ, 9(24).
  • Duncan, P. W., Bode, R. K., Lai, S. M., Perera, S., & Glycin, A. (2003). Rasch analysis of a new stroke-specific outcome scale: the Stroke Impact Scale. Archives of physical medicine and rehabilitation, 84(7), 950-963.
  • Fratiwi, N. J., Ramalis, T. R., & Samsudin, A. (2019, April). The Three-tier Diagnostic Instrument: Using Rasch Analysis to Develop and Assess K-10 Students’ Alternative Conceptions on Force Concept. In RSU International Research Conference.
  • Hermita, N., Suhandi, A., Syaodih, E., Samsudin, A., Isjoni, Johan, H., Rosa, F. Setyaningsih, R. Sapriadil & Safitri, D. (2017, September). Constructing and implementing a four tier test about static electricity to diagnose pre-service elementary school teacher’misconceptions. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012167). IOP Publishing.
  • Herrmann-Abell, C. F., & DeBoer, G. E. (2016). Using Rasch Modeling and Option Probability Curves to Diagnose Students' Misconceptions. Grantee Submission.
  • Herrmann-Abell, C. F., DeBoer, G. E., & Roseman, J. E. (2009, November). Using Rasch modeling to analyze standards-based assessment items aligned to middle school chemistry ideas. In DR-K12 PI Meeting. AAAS Project (Vol. 2061).
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The physics teacher, 30(3), 141-158.
  • Joyce, T. B. Y., & Yates, S. M. (2007). A Rasch Analysis of the Academic Self-Concept Questionnaire. International Education Journal, 8(2), 470-484.
  • Kaltakci-Gurel, D., Eryılmaz, A., & McDermott, L. C. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5).
  • Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. ReseaRch in science & Technological educaTion, 35(2), 238-260.
  • Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing Students' Misconceptions about Newton's Laws through Four-Tier Newtonian Test (FTNT). Journal of Turkish Science Education (TUSED), 16(1).
  • Kanli, U. (2015). Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy. Science Education International, 26(2), 148-165.
  • Kocakulah, M. S., & Kural, M. (2010). Investigation of conceptual change about double-slit interference in secondary school physics. International Journal of Environmental and Science Education, 5(4), 435-460.
  • Kurnaz, M. A., & Arslan, A. S. (2011). A thematic review of some studies investigating students’ alternative conceptions about energy. Eurasian Journal of Physics and Chemistry Education, 3(1), 51-74.
  • Long, C., Wendt, H., & Dunne, T. (2011). Applying Rasch measurement in mathematics education research: Steps towards a triangulated investigation into proficiency in the multiplicative conceptual field. Educational Research and Evaluation, 17(5), 387-407.
  • Masters, G. N. (1982). A rasch model for partial credit scoring. Psychometrika, 47(2), 149–174.doi:10.1007/bf02296272
  • McNamara, T., & Knoch, U. (2012). The Rasch wars: The emergence of Rasch measurement in language testing. Language Testing, 29(4), 555-576.
  • Mui Lim, S., Rodger, S., & Brown, T. (2009). Using Rasch analysis to establish the construct validity of rehabilitation assessment tools. International Journal of Therapy and Rehabilitation, 16(5), 251-260.
  • Nuangchalerm, P., & El Islami, A. Z. (2018). Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Oberoi, M. (2017). Review of Literature on Student’s Misconceptions in Science. International Journal Of Scientific Research And Education, 5(03).
  • Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students' choice of Physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86-118.
  • Parmin, P., Nuangchalerm, P., & El Islami, R. A. Z. (2019). Exploring the Indigenous Knowledge of Java North Coast Community (Pantura) Using the Science Integrated Learning (SIL) Model for Science Content Development. Journal for the Education of Gifted Young Scientists, 7(1), 71-83.
  • Peşman, H., & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of educational research, 103(3), 208-222.
  • Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch Analysis in Physics Education Research: Why Measurement Matters. Physical Review Physics Education Research.
  • Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch Analysis in Physics Education Research: Why Measurement Matters. Physical Review Physics Education Research.
  • Pujayanto, P., Budiharti, R., Adhitama, E., Nuraini, N. R. A., & Putri, H. V. (2018). The development of a web-based assessment system to identify students’ misconception automatically on linear kinematics with a four-tier instrument test. Physics Education, 53(4), 045022.
  • Rasch, G. (1960). Studies in mathematical psychology: I. Probabilistic models for some intelligence and attainment tests. Oxford, England: Nielsen & Lydiche.
  • Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2017). Promoting Conceptual Understanding on Magnetic Field Concept through Interactive Conceptual Instruction (ICI) with PDEODE* E Tasks. Advanced Science Letters, 23(2), 1205-1209.
  • Sudaryat, Y. (2014). The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions. Educare, 6(2).
  • Sumintono, B. (2018, February). Rasch Model Measurements as Tools in Assessment for Learning. In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press.
  • Suprapto, N. (2019, February). Demographic sources as a local wisdom: Potency of Indonesian physics education researchers in conducting survey research. In Journal of Physics: Conference Series (Vol. 1171, No. 1, p. 012003). IOP Publishing.
  • Susac, A., Planinic, M., Klemencic, D., & Sipus, Z. M. (2018). Using the Rasch model to analyze the test of understanding of vectors. Physical Review Physics Education Research, 14(2), 023101.
  • Tesio, L. (2003). Measuring behaviours and perceptions: Rasch analysis as a tool for rehabilitation research. Journal of rehabilitation medicine, 35(3), 105-115.
  • Thijs, G. D., & Van Den Berg, E. D. (1995). Cultural factors in the origin and remediation of alternative conceptions in physics. Science & Education, 4(4), 317-347.
  • Tortop, H. S. (2012). Awareness and Misconceptions of High School Students about Renewable Energy Resources and Applications: Turkey Case. Online Submission, 4(3), 1829-1840.
  • Tortop, H. S. (2015). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42-57.
  • Wind, S. A., & Gale, J. D. (2015). Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions‐Based Physical Science Assessment. Science Education, 99(4), 721-741.
  • Yumuşak, A., Maraş, I., & Şahin, M. (2015). Effects of computer-assisted instruction with conceptual change texts on removing the misconceptions of radioactivity. Journal for the Education of Gifted Young Scientists, 3(2), 23-50.

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Yıl 2019, Cilt: 7 Sayı: 3, 557 - 579, 15.09.2019

Adam Hadiana Aminudin İda Kaniawati Endi Suhendi Achmad Samsudin , Bayram Coştu , Rizal Adimayuda

https://doi.org/10.17478/jegys.574524
Cited By: 9

Öz


The research aims to develop and to assess alternative conceptions of second year’s Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year’s scholars (11 male students, namely “Ujang” and 15 female students, namely “Eneng”, the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.


Anahtar Kelimeler

Rasch analysis Open-ended Light Wave Instrument (MOLWI) Sundanese-scholars alternative conception

Kaynakça

  • Afif, N. F., Nugraha, M. G., & Samsudin, A. (2017, May). Developing energy and momentum conceptual survey (EMCS) with four-tier diagnostic test items. In AIP Conference Proceedings (Vol. 1848, No. 1, p. 050010). AIP Publishing.
  • Ahmed, M. A., Opatola, Y. M., Yahaya, L., & Sulaiman, M. M. (2018). Identification of Alternative Conceptions of Genetics Held By Senior School Students In Ilorin, Nigeria, Using A Three-Tier Diagnostic Test. Kiu Journal of Social Sciences, 4(1), 97-104.
  • Notaros, B. M. (2002). Concept inventory assessment instruments for electromagnetics education. In IEEE Antennas and Propagation Society International Symposium (IEEE Cat. No. 02CH37313) (Vol. 1, pp. 684-687). IEEE.
  • Ambrose, B. S., Heron, P. R., Vokos, S., & McDermott, L. C. (1999). Student understanding of light as an electromagnetic wave: Relating the formalism to physical phenomena. American Journal of Physics, 67(10), 891-898.
  • Ananta, A., Arifin, E. N., Hasbullah, M. S., Handayani, N. B., & Pramono, A. (2013, August). Changing ethnic composition: Indonesia, 2000-2010. In XXVII IUSSP international population conference (pp. 26-31).
  • Boone, W. J. (2016). Rasch analysis for instrument development: why, when, and how? CBE—Life Sciences Education, 15(4), rm4.
  • Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4(1), 1416898.
  • Brandt, S., Moulton, M., & Duckor, B. (2015). Advances in Rasch modeling: New applications and directions: Guest Editorial. Psychological Test and Assessment Modeling, 57(3), 338.
  • Caleon, I., & Subramaniam, R. (2010). Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves. International journal of science education, 32(7), 939-961.
  • Canu, M., Hosson, C., & Duque, M. (2016). Students’ understanding of equilibrium and stability: The case of dynamic systems. International Journal of Science and Mathematics Education, 14(1), 101-123.
  • Chan, S. W., Ismail, Z., & Sumintono, B. (2014). A Rasch model analysis on secondary students’ statistical reasoning ability in descriptive statistics. Procedia-Social and Behavioral Sciences, 129, 133-139.
  • Coştu, B. (2008). Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. Eurasia Journal of Mathematics, Science & Technology Education, 4(1).
  • Coştu, B., Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation. Instructional Science, 40(1), 47-67.
  • Djanette, B., Fouad, C., & Djamel, K. (2013). What thinks the university's students about propagation of light in the vacuum?. European Scientific Journal, ESJ, 9(24).
  • Duncan, P. W., Bode, R. K., Lai, S. M., Perera, S., & Glycin, A. (2003). Rasch analysis of a new stroke-specific outcome scale: the Stroke Impact Scale. Archives of physical medicine and rehabilitation, 84(7), 950-963.
  • Fratiwi, N. J., Ramalis, T. R., & Samsudin, A. (2019, April). The Three-tier Diagnostic Instrument: Using Rasch Analysis to Develop and Assess K-10 Students’ Alternative Conceptions on Force Concept. In RSU International Research Conference.
  • Hermita, N., Suhandi, A., Syaodih, E., Samsudin, A., Isjoni, Johan, H., Rosa, F. Setyaningsih, R. Sapriadil & Safitri, D. (2017, September). Constructing and implementing a four tier test about static electricity to diagnose pre-service elementary school teacher’misconceptions. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012167). IOP Publishing.
  • Herrmann-Abell, C. F., & DeBoer, G. E. (2016). Using Rasch Modeling and Option Probability Curves to Diagnose Students' Misconceptions. Grantee Submission.
  • Herrmann-Abell, C. F., DeBoer, G. E., & Roseman, J. E. (2009, November). Using Rasch modeling to analyze standards-based assessment items aligned to middle school chemistry ideas. In DR-K12 PI Meeting. AAAS Project (Vol. 2061).
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The physics teacher, 30(3), 141-158.
  • Joyce, T. B. Y., & Yates, S. M. (2007). A Rasch Analysis of the Academic Self-Concept Questionnaire. International Education Journal, 8(2), 470-484.
  • Kaltakci-Gurel, D., Eryılmaz, A., & McDermott, L. C. (2015). A Review and Comparison of Diagnostic Instruments to Identify Students' Misconceptions in Science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5).
  • Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. ReseaRch in science & Technological educaTion, 35(2), 238-260.
  • Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing Students' Misconceptions about Newton's Laws through Four-Tier Newtonian Test (FTNT). Journal of Turkish Science Education (TUSED), 16(1).
  • Kanli, U. (2015). Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy. Science Education International, 26(2), 148-165.
  • Kocakulah, M. S., & Kural, M. (2010). Investigation of conceptual change about double-slit interference in secondary school physics. International Journal of Environmental and Science Education, 5(4), 435-460.
  • Kurnaz, M. A., & Arslan, A. S. (2011). A thematic review of some studies investigating students’ alternative conceptions about energy. Eurasian Journal of Physics and Chemistry Education, 3(1), 51-74.
  • Long, C., Wendt, H., & Dunne, T. (2011). Applying Rasch measurement in mathematics education research: Steps towards a triangulated investigation into proficiency in the multiplicative conceptual field. Educational Research and Evaluation, 17(5), 387-407.
  • Masters, G. N. (1982). A rasch model for partial credit scoring. Psychometrika, 47(2), 149–174.doi:10.1007/bf02296272
  • McNamara, T., & Knoch, U. (2012). The Rasch wars: The emergence of Rasch measurement in language testing. Language Testing, 29(4), 555-576.
  • Mui Lim, S., Rodger, S., & Brown, T. (2009). Using Rasch analysis to establish the construct validity of rehabilitation assessment tools. International Journal of Therapy and Rehabilitation, 16(5), 251-260.
  • Nuangchalerm, P., & El Islami, A. Z. (2018). Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2), 23-29.
  • Oberoi, M. (2017). Review of Literature on Student’s Misconceptions in Science. International Journal Of Scientific Research And Education, 5(03).
  • Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students' choice of Physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86-118.
  • Parmin, P., Nuangchalerm, P., & El Islami, R. A. Z. (2019). Exploring the Indigenous Knowledge of Java North Coast Community (Pantura) Using the Science Integrated Learning (SIL) Model for Science Content Development. Journal for the Education of Gifted Young Scientists, 7(1), 71-83.
  • Peşman, H., & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of educational research, 103(3), 208-222.
  • Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch Analysis in Physics Education Research: Why Measurement Matters. Physical Review Physics Education Research.
  • Planinic, M., Boone, W. J., Susac, A., & Ivanjek, L. (2019). Rasch Analysis in Physics Education Research: Why Measurement Matters. Physical Review Physics Education Research.
  • Pujayanto, P., Budiharti, R., Adhitama, E., Nuraini, N. R. A., & Putri, H. V. (2018). The development of a web-based assessment system to identify students’ misconception automatically on linear kinematics with a four-tier instrument test. Physics Education, 53(4), 045022.
  • Rasch, G. (1960). Studies in mathematical psychology: I. Probabilistic models for some intelligence and attainment tests. Oxford, England: Nielsen & Lydiche.
  • Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & Coştu, B. (2017). Promoting Conceptual Understanding on Magnetic Field Concept through Interactive Conceptual Instruction (ICI) with PDEODE* E Tasks. Advanced Science Letters, 23(2), 1205-1209.
  • Sudaryat, Y. (2014). The Interpretation of Sundanese Educational Philosophy in Traditional Idiomatic Expressions. Educare, 6(2).
  • Sumintono, B. (2018, February). Rasch Model Measurements as Tools in Assessment for Learning. In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press.
  • Suprapto, N. (2019, February). Demographic sources as a local wisdom: Potency of Indonesian physics education researchers in conducting survey research. In Journal of Physics: Conference Series (Vol. 1171, No. 1, p. 012003). IOP Publishing.
  • Susac, A., Planinic, M., Klemencic, D., & Sipus, Z. M. (2018). Using the Rasch model to analyze the test of understanding of vectors. Physical Review Physics Education Research, 14(2), 023101.
  • Tesio, L. (2003). Measuring behaviours and perceptions: Rasch analysis as a tool for rehabilitation research. Journal of rehabilitation medicine, 35(3), 105-115.
  • Thijs, G. D., & Van Den Berg, E. D. (1995). Cultural factors in the origin and remediation of alternative conceptions in physics. Science & Education, 4(4), 317-347.
  • Tortop, H. S. (2012). Awareness and Misconceptions of High School Students about Renewable Energy Resources and Applications: Turkey Case. Online Submission, 4(3), 1829-1840.
  • Tortop, H. S. (2015). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42-57.
  • Wind, S. A., & Gale, J. D. (2015). Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions‐Based Physical Science Assessment. Science Education, 99(4), 721-741.
  • Yumuşak, A., Maraş, I., & Şahin, M. (2015). Effects of computer-assisted instruction with conceptual change texts on removing the misconceptions of radioactivity. Journal for the Education of Gifted Young Scientists, 3(2), 23-50.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Teacher Education
Yazarlar

Adam Hadiana Aminudin Bu kişi benim 0000-0001-7409-9195

İda Kaniawati Bu kişi benim 0000-0003-2787-7892

Endi Suhendi Bu kişi benim 0000-0001-8256-8537

Achmad Samsudin 0000-0003-3564-6031

Bayram Coştu 0000-0003-1429-8031

Rizal Adimayuda Bu kişi benim 0000-0002-5455-2930

Yayımlanma Tarihi 15 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 3

Kaynak Göster

APA Aminudin, A. H., Kaniawati, İ., Suhendi, E., Samsudin, A., vd. (2019). Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. Journal for the Education of Gifted Young Scientists, 7(3), 557-579. https://doi.org/10.17478/jegys.574524
AMA Aminudin AH, Kaniawati İ, Suhendi E, Samsudin A, Coştu B, Adimayuda R. Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. JEGYS. Eylül 2019;7(3):557-579. doi:10.17478/jegys.574524
Chicago Aminudin, Adam Hadiana, İda Kaniawati, Endi Suhendi, Achmad Samsudin, Bayram Coştu, ve Rizal Adimayuda. “Rasch Analysis of Multitier Open-Ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions”. Journal for the Education of Gifted Young Scientists 7, sy. 3 (Eylül 2019): 557-79. https://doi.org/10.17478/jegys.574524.
EndNote Aminudin AH, Kaniawati İ, Suhendi E, Samsudin A, Coştu B, Adimayuda R (01 Eylül 2019) Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. Journal for the Education of Gifted Young Scientists 7 3 557–579.
IEEE A. H. Aminudin, İ. Kaniawati, E. Suhendi, A. Samsudin, B. Coştu, ve R. Adimayuda, “Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions”, JEGYS, c. 7, sy. 3, ss. 557–579, 2019, doi: 10.17478/jegys.574524.
ISNAD Aminudin, Adam Hadiana vd. “Rasch Analysis of Multitier Open-Ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions”. Journal for the Education of Gifted Young Scientists 7/3 (Eylül 2019), 557-579. https://doi.org/10.17478/jegys.574524.
JAMA Aminudin AH, Kaniawati İ, Suhendi E, Samsudin A, Coştu B, Adimayuda R. Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. JEGYS. 2019;7:557–579.
MLA Aminudin, Adam Hadiana vd. “Rasch Analysis of Multitier Open-Ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions”. Journal for the Education of Gifted Young Scientists, c. 7, sy. 3, 2019, ss. 557-79, doi:10.17478/jegys.574524.
Vancouver Aminudin AH, Kaniawati İ, Suhendi E, Samsudin A, Coştu B, Adimayuda R. Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions. JEGYS. 2019;7(3):557-79.

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ÖĞRENCİLERİN ZİHİNSEL MODELLERİNİN RASCH ANALİZİNE GÖRE GELİŞTİRİLEN DÖRT AŞAMALI HÜCRE TANI TESTİYLE İNCELENMESİ
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By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.