Construct Validity Testing of the Theories of Intelligence Scale (TIS) on High School Students: Strategies for Addressing Misfit with the Rasch Model
DOI:
https://doi.org/10.25217/0020258686400Keywords:
Fixed Mindset, Growth Mindset, Rasch, Theories of Intelligence ScaleAbstract
The Theories of Intelligence Scale (TIS) has been widely used to measure mindsets in various countries; however, further research is still needed to examine its validity and reliability specifically within the Indonesian student population. TIS was chosen because it was directly developed by Carol Dweck, a leading figure in mindset theory, and is designed to clearly distinguish between fixed and growth mindsets. This study aims to test the validity and reliability of the Indonesian version of the TIS among secondary school students, while also presenting the stages of Rasch analysis and alternative options if the data do not fully meet Rasch model assumptions.
A total of 681 students participated in this study, consisting of 271 males and 410 females, including 192 junior high school students, 243 senior high school students, and 246 vocational high school students. The Indonesian-translated TIS instrument consists of 8 items rated on a 6-point response scale. Data were analyzed using the Rasch Model to evaluate the rating scale structure, person fit, item fit, item measures, unidimensionality, Differential Item Functioning (DIF), and overall instrument reliability. The results indicate that the TIS generally meets the criteria of a sound measurement instrument. However, certain aspects require attention, particularly the need for item adjustments or further refinement for respondent groups with different characteristics. Future research with larger and more diverse samples is recommended to enhance the generalizability of the findings.
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