Bridging Educational Gaps: IRT Model to Assess Mathematics Skills in Islamic Boarding Schools

Abstract

Purpose – This study aims to analyze the results of a mathematics competency test among students in pesantren (Islamic boarding schools)  using the Logistic Parameter Model. The problem addressed is the lack of attention to general subjects, particularly mathematics, within the pesantren environment Design/methods/approach – Using an ex post facto approach and descriptive quantitative methods, the study involved 1,242 students from Islamic boarding schools in Garut, Sukabumi, and Tasikmalaya, West Java, Indonesia. Data analysis was conducted using Item Response Theory (IRT) with R Studio software. Findings – The results indicate that the 2-parameter logistic model (2 PL) had the most fit items, with 32 items, of which 27 were classified as good, or approximately 77%. The analysis also highlights the need for improvement in the construct of each question item, especially in arithmetic and algebra topics. Research implications/limitations – The results of this study can be used as a reference for teachers in assessing mathematics learning in Islamic boarding schools. Starting from improving learning, to good measuring instruments, and analyzing it with the latest analysis methods to be more comprehensive. Originality/value – This study illustrates that the instruments that have been used by teachers have not measured what should be measured, especially for students. The difficulty of students is working on questions that should be considered easy by teachers. Therefore, teachers must have a proper instrument that is able to measure the abilities of students, not based on assumptions felt by teachers, especially in general sciences such as mathematics.