Adapting and measuring mathematical problem-solving ability among secondary school students: a Rasch model analysis

A study conducted in Indonesia developed and validated a new instrument to assess process-based mathematical problem-solving abilities among secondary school students. This initiative addresses a gap in current educational practices, which predominantly focus on outcome-based assessments rather than evaluating the problem-solving process itself, particularly within the context of developing nations. The instrument was adapted from materials aligned with Indonesia's Merdeka Curriculum.

Why it matters

This research highlights a critical need for robust, process-oriented assessment tools in education, particularly in domains requiring complex cognitive application like mathematics. Addressing deficiencies in assessment can inform national curriculum design, improve pedagogical approaches, and ultimately enhance student capabilities crucial for future workforce demands and national development.

Key insights

• Problem-solving ability is identified as an essential competency across educational levels.
• Developing countries, specifically Indonesia, exhibit limitations in assessing process-based problem-solving skills.
• Current Indonesian educational assessment practices are primarily outcome-based.
• A quantitative research approach was used to develop and validate a process-based problem-solving instrument for secondary students.
• The new assessment instrument is aligned with the Merdeka Curriculum textbooks.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1900403