The use of Rasch Model in Exploring Criteria of Student's Personality for Robotic-Based Learning in Technical and Vocational Education
This study aimed to explore the personality of student for robotic based learning in Technical and Vocational Education System. The Robotics Learning Survey (RLS) consists of 48 items before going through the purified process by using Win step software for Rasch Analysis. This RLS was adapted and modified from Holland Theory (realistic, investigate, artistic, social and enterprising and conventional) and modified referred to the school learning environment in Malaysia. Then, the RLS was distributed randomly to the 223 student’s school in Malaysia. After going through the purified process, the six items was removed refereed polarity item by PTMEA CORR value and item fit measure for constructs. During these activities, students are asked to explain the behaviours of a robot constructed in advance by the teacher or teacher assistant, rather than having to construct or program a robot themselves. It is argued that activities of this kind may have a significant role to play within sciences education: participation in a collaborative process aimed at explaining the behaviours of an educational robot provides students with the opportunity to develop scientific research skills and competencies and to engage in meta-cognitive reflection on fundamental issues surrounding scientific research methods. Besides, these programmed also will in line with Sciences, Technology, Education and Mathematics (STEM) which is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. Other than STEM programmed, these activities also involves Technical and Vocational Education (TVE) which is these educational robots is the education and training that provides the necessary knowledge and skills for employment. It uses many forms of education including formal, non-formal and informal learning and is said to be important for social equity and inclusion, as well as for the sustainability of development. TVE, literacy and higher education, is one of three priority subsectors for UNESCO. Indeed, it is in line with its work to foster inclusive and equitable quality education and lifelong learning opportunities for all.
Keywords - Rasch Analysis; Educational Robots, Sciences; Technology, Education, Mathematics (STEM); Technical, Vocational Education (TVE)