Investigating Problem-Based Worksheets (PBWs) to Improve Understanding in Logic Gates Topic: Stacking and Racking Analyses in Rasch Model

Abstract

Background/purpose: This study investigated the effectiveness of Problem-Based Worksheets (PBWs) in improving conceptual understanding of logic gates. PBWs were designed with key characteristics that integrate authentic problem-solving, active student engagement, and conceptual scaffolding to support critical thinking processes. A total of 32 vocational high school (VHS) students in Indonesia were involved in the PBWs class. Materials/methods: This study employed a quantitative quasiexperimental one-group pretest-posttest design to examine the effects of PBWs on students' conceptual understanding. The intervention was conducted for 90 minutes, and 90 minutes for pre- and post-tests. Data were analyzed using stacking and racking within the Rasch model to measure changes in students' understanding and item characteristics. Results: The results significantly improved students' conceptual understanding of logic gates after the PBWs intervention. Due to nonnormal data distribution and small sample size (n = 32), Mann--Whitney U and Wilcoxon tests were used, both confirming statistically significant score increases (p < 0.05). Rasch analysis further supported this improvement, with a logit difference of -7.14 between pre- and posttests. Racking analysis revealed that item difficulty shifted, particularly for items 3, 5, 6, and 8. Despite overall gains, anomalies such as guessing, cheating, and carelessness influenced some students' results, as detected through response patterns and scalogram analysis. ConclusionL This study concluded that PBWs effectively improved students' conceptual understanding of logic gates in pneumatic. PBWs offered a more engaging and holistic learning experience. These findings highlight the need for consideration of student behaviour during testing to ensure accurate interpretation of educational outcomes.