This means that if a respondent does not answer an
item, that data need not be discarded from a study.
Also, using the Rasch model permits construction of
different forms of a test, but all respondents can be
expressed on the same scale. Use of the model yields
great benefits, but researchers must thoroughly and
carefully evaluate whether or not the data fit the
model. When data do not appear to fit the model
expectations, some sort of divergence exists in
respondents’ answers to the items and the theory that
was used to generate items for the instrument along
a single variable (Boone et al., 2013).
Second, on item fit and item measure found 4
items that exceed the measurement criteria in Rasch
modelling. The four items are a set of items that are
considered the most difficult to be approved by the
respondents as a whole. Based on these findings, we
consider the four instruments to be dropped from
NES and no longer used in administering NES.
4 CONCLUSIONS
Based on the results of the analysis can be concluded
that the NES has met the criteria instrument with
good measurement property and internal
consistency. There is a change in the number of
items in NES of 21 items pre-validation to 17 items
post-validation.
ACKNOWLEDGEMENTS
The measured NES process can be completed until
the validity test with the help of various parties such
as respondents who become the participants in
conducting the development and validation this
instrument. Thanks to the Department of Guidance
and Counseling, Universitas Indraprasta PGRI to
have supported in the making of instruments and for
the cooperation made by the drafting team.
REFERENCES
Bond, T. G., and Christine M. Fox, 2015. Applying the
Rasch Model Fundamental Measurement in the Human
Sciences, Routledge Taylor and Francis Group. New
York, Third Edition.
Boone, W. J., Staver, J. R., Yale, M. S., 2013. Rasch
analysis in the human sciences, Springer Science and
Business Media.
Cronbach, L. J., 1951. Coefficient alpha and the internal
structure of tests, Psychometrika, 16(3), 297–334.
Fatmawati, L., Pratiwi, R. D., Erviana, V. Y., 2018.
Pengembangan Modul Pendidikan Multikultural
Berbasis Karakter Cinta Tanah Air dan Nasionalis pada
Pembelajaran Tematik, Scholaria: Jurnal Pendidikan
Dan Kebudayaan, 8(1), 80–92.
Feshbach, S., 1994. Nationalism, patriotism, and
aggression, In Aggressive behavior (pp. 275–291).
Springer.
Fisher, W. P., 2007. Rating scale instrument quality
criteria, Rasch Measurement Transactions, 21(1),
1095.
Hakim, M. A., 2015. Repositioning Pancasila Dalam
Pergulatan Ideologi-ideologi Gerakan Di Indonesia
Pasca-reformasi. Kontemplasi: Jurnal Ilmu-Ilmu
Ushuluddin, 4(1).
Hartanto, F., 2009. Paradigma baru manajemen
Indonesia: menciptakan nilai dengan bertumpu pada
kebajikan dan potensi insani.
Hidayat, K., Widjanarko, P., 2008. Reinventing Indonesia:
menemukan kembali masa depan bangsa. PT Mizan
Publika.
Julyani, P. H., 2016. Peranan kegiatan ekstrakurikuler
pasukan pengibar bendera dalam menumbuhkan sikap
nasonalisme siswa (Studi Deskriptif Analisis di SMP
Negeri 2 Anjatan Indramayu). FKIP UNPAS.
Kahin, G. M., 1952. Nationalism and revolution in
Indonesia, SEAP Publications.
Kohn, H., 1958. Nasionalisme, arti dan sedjarahnja (Vol.
26). PT Pembangunan.
Linacre, J. M., 2006. WINSTEPS Rasch measurement
computer program, WINSTEPS. Com. Chicago.
Linacre, J. M., 2018. Expected Score ICC, IRF.
Nisvilyah, L., 2013. Toleransi Antarumat Beragama
Dalam Memperkokoh Persatuan Dan Kesatuan
Bangsa (Studi Kasus Umat Islam Dan Kristen Dusun
Segaran Kecamatan. Ejournal.unesa.ac.id.
Oetama, J., 2001. Berpikir ulang tentang keindonesiaan.
Rangka, I. B., Prasetyaningtyas, W. E., Satrianta, H.,
Folastri, S., 2017. Profil Perencanaan Karir Siswa
Sekolah Menengah Kejuruan dengan Pemodelan Rasch
Berdasarkan Jenis Kelamin, Konselor, 6(2), 39–48.
Slinde, J. A., Linn, R. L., 1979. The Rasch model,
objective measurement, equating, and robustness,
Applied Psychological Measurement, 3(4), 437–452.
Smith, R. M., Miao, C. Y., 1994. Assessing
unidimensionality for Rasch measurement, Objective
Measurement: Theory into Practice, 2, 316–327.
Stemler, S. E., 2004. A comparison of consensus,
consistency, and measurement approaches to
estimating interrater reliability, Practical Assessment,
Research and Evaluation, 9(4), 1–19.
Sumintono, B., Widhiarso, W., 2014. Aplikasi model
Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi).
Trim Komunikata Publishing House.
Sumintono, B., Widhiarso, W., 2015. Aplikasi pemodelan
rasch pada assessment pendidikan. Trim Komunikata.