The use of Rasch model with stacking analysis to assess students’ problem-solving skills Available to Purchase

This research was done using stacking analysis as it has never been done before to analyze problem-solving skills. It aims to analyze the differences in students’ abilities during pretest and post-test when given teaching materials based on Android applications on vector topics using authentic learning with stacking analysis methods. The research design is a quasi-experimental pre-posttest control group. The stacking analysis method uses ministep. Respondent data were from 37 students with a total of 6 questions. The students’ reliability result was 0.91, and the Cronbach alpha coefficient (KR-20) was 0.90. After applying the stacking analysis, all students experienced positive changes, which shows that students’ problem-solving skills have increased.