THE MANY-FACET RASCH MODEL IN THE ANALYSIS OF INSTRUMENTS MEASURING TEACHERS' ATTITUDES TOWARDS EARTHQUAKE DISASTER PREPAREDNESS IN INDONESIA

Hikmayanti Arifuddin; Arismunandar Arismunandar; Adhar Arifuddin; A Fahira Nur; Hidayanti Arifuddin; Abd Rahman

doi:10.22487/htj.v10i1.1266

Authors

Hikmayanti Arifuddin Doctoral Program of Educational Science, Universitas Negeri Makassar
Arismunandar Arismunandar Doctoral Program of Educational Science, Universitas Negeri Makassar, Indonesia
Adhar Arifuddin Master Program in Statistics, Universitas Islam Indonesia, Indonesia
A Fahira Nur Department of Midwivery, Universitas Widya Nusantara, Indonesia
Hidayanti Arifuddin Department of Midwifery, Poltekkes Jakarta 1, Indonesia
Abd Rahman Faculty of Public Health, Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.22487/htj.v10i1.1266

Keywords:

MFRN, instruments, earthquake disaster preparedness

Abstract

Materials and Methods: This study employed a survey research design with an exploratory quantitative approach using Many-Facet Rasch Model (MFRN) analysis. The data used for the analysis of the assessment instrument measuring teachers' attitudes towards earthquake disaster preparedness in schools were field data obtained from a survey conducted by three raters assessing 33 elementary school teachers in Palu City. The instrument consisted of 20 items, resulting in a total of 1980 collected data points.

Results: The item reliability value was 0.94, indicating that the instrument's quality falls within the "excellent" criteria with a high level of reliability. However, the analysis results indicated that some items assessing teachers' attitudes towards earthquake disaster preparedness in schools had a high level of difficulty. This suggests the need for further examination of disaster preparedness topics in specific areas that teachers may not be adequately prepared for. There was a significant variation in teachers' abilities to answer the instrument's items, highlighting the necessity for a more differentiated approach. Teachers with lower abilities should receive additional assistance and support to ensure that they can also enhance their preparedness.