A Comparison of Test Anxiety Related to Physics Exams Among Students at Religious High Schools and Public High Schools: Rasch Analysis and Differential Item Functioning (DIF)
DOI:
https://doi.org/10.31958/je.v6i1.17379Kata Kunci:
Physics Test Anxiety, Rasch Model, Differential Iten Functioning, Religious-Based Senior High School, Public Senior High SchoolAbstrak
This study aims to compare levels of physics test anxiety among students at religious high schools and public high schools and to identify differences in responses to physics test anxiety items based on school context using Differential Item Functioning (DIF) analysis. This study expands on previous research by utilizing DIF analysis to reveal differences in how students from different school contexts respond to physics test anxiety items. The study involved 232 students in grades 10–12 in the Yogyakarta and Central Java regions, using the Test Anxiety Inventory for Physics (TAIP). Data were analyzed using the Rasch model to obtain Logit Value of Person (LVP) scores as an indicator of students’ levels of physics test anxiety. The results showed that the majority of students had low levels of physics test anxiety. A Mann–Whitney analysis based on LVP values indicated that there was no significant difference in physics test anxiety levels between students at religious high schools and those at public high schools (p > 0.05). However, the DIF analysis identified response differences on three items WR2, ES5, and LCS3 related to concerns about academic performance, emotional sensitivity, and self-confidence. Students at public high schools tended to be more concerned about academic achievement, whereas students at religious high schools exhibited higher emotional sensitivity and tended to have higher levels of self-confidence. These findings indicate that although the levels of physics test anxiety in both groups are relatively similar, the school context influences how students interpret and respond to certain aspects of physics test anxiety. Therefore, efforts to reduce physics test anxiety need to take into account the characteristics of the school environment, particularly in managing academic pressure, emotional responses, and students’ self-confidence.
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