EVALUATION OF A TEST MEASURING MATHEMATICAL MODELLING COMPETENCY FOR INDONESIAN COLLEGE STUDENTS

Background and Purpose: Mathematical modelling competency is one of the vital characteristics in mathematics education. Educational researchers have updated the benefit of modelling as key factor to the study of complexity and modern science. Since many scholars frequently adopt instrument from one cultural background to another, they also offer proof on the issue of validity and reliability. The present paper aimed at validating a mathematical modelling test for secondary prospective mathematics teachers. Methodology: We utilized a survey approach to examine the factor structure of mathematical modelling test for 202 secondary prospective mathematics teachers, selected by cluster random sampling. Mathematical modeling test was adapted to measure the desired constructs. More importantly, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA) using AMOS 18 and Rasch measurement model with Winstep version 3.73 to analyze the data. Findings: The EFA and CFA technique verified that a mathematical modelling test was acceptable for Indonesian prospective mathematics teachers. In addition, Rasch analysis also confirmed that all items fit the criteria well and implied that all items are valid in measuring student mathematical modelling competency. This finding concludes that the mathematical modelling test of Indonesian prospective mathematics teachers have an eight-dimension structure. Contributions: This present research contributes towards psychometric measure on the reliability and validity of a mathematical modelling test in mathematics education programs.