M. Marsigit, Heri Retnawati, Ezi Apino, Rusgianto H. Santoso, Janu Arlinwibowo, Agus Santoso, R. Rasmuin
One of useful theories in the educational and psychological assessment is an item response theory (IRT) that applies mathematical concepts. For students, constructing math concept to solve problems in IRT is very difficult and utilizing technology such as computer and software will help. In a qualitative approach, this study described how students constructed mathematical concepts in the item response theory using external mathematical representations integrated with technology. The participants were 19 graduate students. Data were collected through observation in 5 courses. The data were analyzed using Milles and Hubberman technique through reduction, display, and verification. The results showed that by using external representations and providing cases, presenting data in tables, the collaboration among the students to solve problems, create and demonstrate graphics utilizing technology to construct mathematical concepts, utilize the context assessment related to mathematical concepts, and also use graphs could support students' thinking for constructing mathematical concepts in IRT. © 2020 Heri Retnawati et al; published by UIKTEN.
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Universitas Muhammadiyah Kudus, Jawa Tengah, Indonesia; Universitas Terbuka, Banten, Indonesia; Universitas Dayanu Ikhsanudin, Sulawesi Tenggara, Indonesia
