Akinde, O. A., Harr, D., & Burger, P. (2017). Field Experience: Experiential Learning as Complementary to the Conceptual Learning for International Students in a Graduate Teacher Education Program. International Journal of Higher Education, 6(4), 137-143. https://doi.org/10.5430/ijhe.v6n4p137
Amelia, R. N., & Kriswantoro. (2017). Implementasi item response theory sebagai basis analisis kualitas butir soal dan kemampuan kimia siswa kota yogyakarta. Jurnal Kimia Dan Pendidikan Kimia, 2(1), 1–12.
Aristiawan, A., Retnawati, H., & Istiyono, E. (2019). Analysis of Model fit and Item Parameter of Mathematics National Examination Using Item Response Theory. JPP (Jurnal Pendidikan Dan Pembelajaran), 25(2), 40–46. https://doi.org/10.17977/um047v25i12018p040
Awopeju, O. A., & Afolabi, E. R. I. (2016). Comparative Analysis of Classical Test Theory and Item Response Theory Based Item Parameter Estimates of Senior School Certificate Mathematics Examination. European Scientific Journal, ESJ, 12(28), 263. https://doi.org/10.19044/esj.2016.v12n28p263
Crocker, L., & Algina, J. (1986). Introduction to Classical and Modern Test Theory, Holt, Rinehart & Winston.1986. ERIC.
Embretson, S. E., & Reise, S. P. (2013). Item Response Theory For Psychologists. In Item Response Theory for Psychologists. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410605269
Erguven, M. (2013). Two approaches in psychometric process: Classical test theory & item response theory. Journal of Education, 2(2), 23–30.
Hambleton, R. K., & Swaminathan, H. (1985). Assumptions ofItem Response Theory. In Item Response Theory (pp. 15–16). Springer.
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1992). Fundamentals of Item Response Theory. In Contemporary Sociology, 21(2), 101-117. https://doi.org/10.2307/2075521
Hartati, N., & Yogi, H. P. S. (2019). Item Analysis for a Better Quality Test. English Language in Focus (ELIF), 2(1), 59-70. https://doi.org/10.24853
Hattie, J. (1985). Methodology Review: Assessing Unidimensionality of Tests and Items. Applied Psychological Measurement, 9(2), 139–164. https://doi.org/10.1177/014662168500900204
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. https://doi.org/10.1007/BF02289447
Ida, I. (2021). Evaluation Of The Jumat Taqwa Program (Jumtaq) To Constructing The Religious Character Of Students. Pedagogik: Jurnal Pendidikan, 8(2), 368–386. https://doi.org/10.33650/pjp.v8i2.2967
Isnani, I., Utami, W. B., Susongko, P., & Lestiani, H. T. (2019). Estimation of college students’ ability on real analysis course using Rasch model. Research and Evaluation in Education, 5(2), 95–102. https://doi.org/10.21831/reid.v5i2.20924
Jumailiyah, M. (2017). Item response theory: A basic concept. Educational Research and Reviews, 12(5), 258–266. https://doi.org/10.5897/err2017.3147
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199(2), 286–295. https://doi.org/10.1016/j.jclepro.2018.07.017
Lorenzo-Seva, U., Timmerman, M. E., & Kiers, H. A. L. (2011). The hull method for selecting the number of common factors. Multivariate Behavioral Research, 46(2), 340–364. https://doi.org/10.1080/00273171.2011.564527
Rahim, A., & Haryanto, H. (2021). Implementation of Item Response Theory (IRT) Rasch Model in Quality Analysis of Final Exam Tests in Mathematics. Journal of Educational Research and Evaluation, 10(2), 57–65. https://doi.org/10.15294/jere.v10i2.51802
Sudaryono. (2011). Implementasi Teori Responsi Butir (Item Response Theory) Pada Penilaian Hasil Belajar Akhir di Sekolah. Jurnal Pendidikan Dan Kebudayaan, 17(6), 719–732. https://doi.org/10.24832/jpnk.v17i6.62
Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch untuk Penelitian Ilmu-ilmu Sosial Trim Komunika Publishing House.
Suwarto, S. (2022). Karakteristik Tes Ilmu Pengetahuan Alam. Jurnal Pendidikan, 31(1), 109-121. https://doi.org/10.32585/jp.v31i1.2269
Vincent, W., & Shanmugam, S. K. S. (2020). The Role of Classical Test Theory to Determine the Quality of Classroom Teaching Test Items. Pedagogia : Jurnal Pendidikan, 9(1), 5–34. https://doi.org/10.21070/pedagogia.v9i1.123
Zanon, C., Hutz, C. S., Yoo, H., & Hambleton, R. K. (2016). An application of item response theory to psychological test development. Psicologia: Reflexao e Critica, 29(1), 73-86. https://doi.org/10.1186/s41155-016-0040-x