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Measuring divergent inquiry skills using item response theory: Development and validation of an innovative assessment model

Year: 2026

Type: article

Abstract: This study aims to develop and validate an innovative assessment model for measuring students' divergent inquiry skills using Item Response Theory. The assessment instrument was designed to capture key aspects of divergent inquiry within scientific method practices. A total of 954 senior high school students from five public schools in Bantul Regency were selected through purposive sampling. Responses were scored using three- and four-category polytomous scales and analyzed using the Partial Credit Model (PCM). The analysis focused on item fit, difficulty level, and overall psychometric quality. Results show that all items demonstrated acceptable fit based on INFIT MNSQ indices, indicating alignment with the PCM model. Most items were classified as difficult, suggesting limited mastery of divergent inquiry skills among students. However, instrument reliability remained below the desired threshold (< 0.7), indicating the need for item refinement to enhance measurement precision. Keywords: Divergent Inquiry Skills; Item Response Theory; Partial Credit Model; development assessment; Psychometric Analysis.

Source: World Journal on Educational Technology Current Issues

DOI: 10.18844/wjet.v18i3.9891

Authors: Fajar Nur Cahyani, Heri Retnawati, Syukrul Hamdi

Institution: Yogyakarta State University

Language: English

Topic: Psychometric Methodologies and Testing

Subfield: Management Science and Operations Research

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: Universitas Negeri Yogyakarta