Application of the Many-Facet Rasch Model:

Counseling Guide "Before" and "After" Validation

Abstract
The validation of the product developed from a study must be considered, including in this study
producing a counseling guide that must be validated by an expert. This study uses a counseling guide
before being revised and after being revised to get an expert's assessment with an instrument of 18
items that have four indicators. The data was processed using the Many-Facet Rasch Model (MFRM).
Regarding the ten test items to measure the counseling guide, "the feasibility of 15 which is the
picture on the cover is the most difficult thing for the validaor to agree on, while the item" clarity 3
which is a supporting theory indicator for the development of the guide "," clarity 5 which is an
indicator of the level of clarity of the MoL linkage. and online game addiction ”,“ accuracy 10 which
is the accuracy of the online game addiction rubric, and “accuracy 8 which is the accuracy of the
intervention in each procedure in the implementation stage of the guide” is something that is easily
assessed by all validators.
Keywords: validation, counseling guide validation, many-facet Rasch model, online game addiction

1. Introduction
The impact of online game addiction has been widely researched based on research in the United
States showing that violent games cause negative reactions in the brain, games that are focused on
playing cause everything in the real world to be forgotten, so that online game players will lose their
sense of time sensibility. [1]. The psychological impact of the frequency of playing games or
computers for adolescents only encourages them to enjoy playing alone, low empathy, low self-
esteem, depression (solitary) without any interaction with peers / society [2]. Online game addiction
is generally classified under the category Internet addiction. The characteristics of students who are
indicated by online games are often forgetful of time, angry when stopped while playing games,
aggressive, uncontrolled interactions, and experiencing high emotional outbursts when they lose
playing [3]. Online game addiction if for at least six months from the first time you play the online
game. The seven criteria for DSM IV online game addiction items: (1) Salience for someone to play
online games is a very important activity in life, (2) Tolerance someone playing online games more
often and gradually starting to spend time, (3) Mood modification the subjective experience of a
person having ties to online games, (4) Relapse of hunger to play online games back after a long
period of not playing, (5) Withdrawal feel bad if you can't play games with friends, (6) Conflict fights
with other people when playing games either with friends or opponents, and (7) Problems Ignoring
other activities to study assignments [1,4,5].

The impact of online game addiction will have an indirect effect on one's mindset and behavior. This
has a direct effect on the meaning of life of someone who is addicted to online games. Based on the
explanation above, it can be understood that online game addiction can affect psychologically,
gradually it will make individuals change cognitively and behavior in individuals. More clearly
regarding the theoretical meaning of life will be explained in the next paragraph.

The formation and fulfillment of the meaning of life for each student will run differently [6].
Motivation for certain beliefs, feelings, or sensations about students' lives is an adequate condition
for living a more meaningful life [7]. The formation of meaning of life cannot be separated from the
evaluation of the counselee's condition and environment, meaning of life has an element of
objectivity in the evaluation process, so that individuals can find and have the right meaning of life
for themselves [8]. Meaning is in accordance with the viewpoint of student analysis, referring to the
counselor who considers assignments as an important and valuable part of the three components of
meaning of life: (1) Creative values are values that students have in producing, discovering, creating
new things, for example through organizational results, work, leadership, and committee. (2)
Experential values are the values found by students when individuals enjoy or participate in a
condition of their life experiences, for example the values found by individuals regarding "affection"
or the value of how "true friends and friendship in organizations" are found. someone, and (3)
Attitudinal values are values that respond to whatever attitude the individual shows towards his
destiny or situation, for example, responses in the form of student attitudes when facing test failures
at school, failure on non-learning achievement, and failure [8,9].

Fulfillment of the meaning of individual life is influenced by the cultural habits of each society, for
the Riau community it cannot be separated from the development of Malay and Riau archipelago
culture. The Malay community is very close to the old poetry of Gurindam XII, which is one of the
philosophical foundations of the Malay community which has been passed down from generation to
generation. In more detail about Gurindam XII will be explained below theoretically. That the XII
gurindam is a work of syi'ir al-irsyadi / dictatic poetry containing advice and guidance in navigating a
life that is blessed by Allah [10]. Gurindam rhyming words are also at the end of the pair but his
words are perfect with only one pair and the second poem is like the answer [11]. Gurindam consists
of twelve chapters when it is mentioned the comparison is the same as distilled water that produces
essence from the breadth of instructions and advice in accordance with the teachings of the sunnah,
its diversity includes various fields such as language, history, religion, law, and social. If combined,
you will see a series of red threads that unite one unit [12]. Gurindam XII spans a very wide realm,
ranging from the issues of divinity, family, social ethics, and statehood. Moral teachings contained
for every human being, contain a load of da'wah messages related to matters of worship, individuals,
work obligations, children's obligations to parents, children's duties to parents, social attributes and
so on [13].

The essence contained in gurindam XII is the rules for life for the Malay community, which has rules
based on the Al-Quran and Sunnah. Aims to organize individual lives for the better and life runs
effectively. Theoretically, the cognitive approach has self-management techniques, which actually
Gurindam XII has a pattern related to self-management, which needs to be translated properly so
that the values contained can be properly distributed into self-management techniques.

Self-management allows counselees to identify their problems and counselors help counselees make
decisions, take appropriate action [14]. Self-management significantly influences behavior change,
academic attention and progress, social, and other positive behaviors. When students who
experience cognitive behavioral disorders are returned to an unfavorable situation, it will also affect
the intervention process [15]. Self-management considers the relationship between the
environment and human cognition to play a balanced role, as well as being able to think, make
decisions, and set goals in dealing with life's problems [16,17].

Self-management aims to manage yourself, assign work, plan work schedules, make actions against
mistakes [18]. The focus of the study of school children in general seems to be students learning and
implementing desired behaviors and inhibiting unwanted behavior such as impulsivity, aggression
and emotions [10] [19]. Self-management aims to guide behavior change, and provide emotional
support for counselees to control their problems and lead a functional life [20]. Treatment
recommendations, G-ths & Meredith's (2009) Cognitive Behavioral Therapy, Miller & Rollnick's
Motivational Interview (2002), Family Therapy [21], and Selekman (2008) Solution-Focused
Therapies [22].
In general, the culture of a society becomes a pattern of life that forms the basis of a society's
philosophy. Cultural values in a society will influence thought patterns and behavior [23], ways of
thinking [24 and perspectives to solve a problem [24]. In a sustainable manner, the culture passed
on by the grandmother of the generation before will be directly preserved by a society [25]. It also
relates to the formation of meaning of life which is strongly influenced by the culture that develops
in society [26]. Research proves that there are elements of cultural values in the formation of a
person's meaning of life [27]. Chinese culture becomes the basis for the meaning of life of the
Chinese community which makes the foundation in the view of the community [28].

The results of research [13] Gurindam XII as a vessel for moral development for an individual or a
nation, which contain moral values, philosophy, thoughts and dictatorship. The results of research
[29] Gurindan XII are very good as a type of learning local content in formal education. It is hoped
that this will give a sense of love for the young generation of ethnic Malays to the values of local
wisdom inherited from their previous ancestors. The results of research [30] show that Gurindam XII
is a psychological sediment of Malay people in Riau-Lingga, so that it becomes an identity for Malay
people of Riau and Riau Islands. Making the philosophy of the value of Gurindam XII the basis for the
meaning of life of the Malay community, so that this becomes the basis for the components of
formation and fulfillment is the philosophy of the cultural values of Gurindam XII.

The process that must be passed in the process of developing a counseling guide is expert validation.
In line with the various fields of science that exist, the development of modules / guides is carried
out and studied in various fields of science [31–33]. As well as validating thematic modules / guides
[34–38]. Validation is an important step analysis method in controlling product quality [39].
Validation is a process that measures the level of validity of a product [41]. The purpose of validation
is to assess the feasibility of a guideline design by experts who are competent in their fields [40,41],
as well as to see the procedure for the contents of the product from a theoretical perspective [43].
there are concepts that must be revised [42,43], and obtain the data that should be from the
product [44]. The product validation process has many models that can be used to see the validity of
the developed product. In line with this, the researcher uses MFRM for the developed product.

As for MFRM to measure the feasibility of the products assessed by experts, the researchers used
the Many-Facet Rasch Model. A model that can explain the interaction between expert-rater-
product and item is in many ways [45–47]. MFRM and measurement models can be used for
dichotomous items [48]. The five components for MFRM measurement can be extended to a context
in which participant assessments are: (a) individual measurements (ie, people measurements must
be independent); (B) the response function does not cross the scores (that is, better off people
should always have a better chance of obtaining a higher rank from the rater than less well off
people; (c) the calibration of the invariance (ie the rater's calibration) must be independent of the
specific person used for the calibration); (d) the non-cross rater's response function (i.e., each
person should have a better chance of obtaining a higher rating from the assessor than from the
more severe assessors; and (e) the variable map (i.e., the person and the assessor must concurrently
assigned to one underlying latent variable.) When the data fit the requirements of the Rasch model,
it becomes possible to support an invariance measure that also implies a rater invariant
performance measure [48].

The research that uses the Many-Facet Rasch Model conducted by previous research is as follows;
research [49] with the title "Exploring Rater Judging Behavior Using the Many-Facet Rasch Model",
research [50] with the title "Batik Artisans' Judgment of Batik Wax Quality and Its Criteria: An
Application of the Many-Facets Rasch Model", research [51] with the title "Measuring Teachers'
Pedagogical Content Knowledge Using Many-Facet Rasch Model", and research [52] with the title
"An Application of Generalizability Theory and Many-Facet Rasch Measurement Using a Complex
Problem-Solving Skills Assessment", and research [52] "An Application Of Generalizability Theory
And Many-Facet Rasch Measurement Using A Complex Problem-Solving Skills Assessment".

In line with previous research that used the Many-Facet Rasch. This research model is aimed at
testing using a counseling guide entitled "Guidelines for Counseling with Self-management
Techniques Based on Gurindam XII for Directing the Meaning of Life of Vocational School Students
with Online Game Addiction" in the form of a book that has contents that complex. So from the
purpose of this study is to test the counseling guide with the Many-Facet Rasch Model to see from
the appropriateness of the developed counseling guide assessed by competent experts in various
fields "before revision and after revision".

2. Method
The Procedure
For the purposes of the research, the researcher prepared a counseling guide [48,50] (Guidelines for
Counseling with Self-Management Technique Based on Gurindam XII for Directing the Meaning of
Life of Vocational School Students with Online Game Addiction) consisting of 54 pages with A5 paper
size.

Before Revision After Revision

Figure 1. Counseling Guide Cover

For assessment by experts, we send the product in the form of a soft file along with the instruments
used to assess the counseling guide. The initial process we provide the guidelines that we have
developed, and after that we give back the counseling guidelines that we have revised to be
reassessed. As well as the assessment rules are listed in the instrument, as for the cover of the
counseling guide before and after it is revised in Figure 1.

Participants
The three participating assessors are teachers with a teaching period of approximately 15 years who
have expertise in different fields as follows: 1) Expert 1 M. Ramli is a counseling expert who teaches
at Malang State University, 2) Expert 2 Triyono is a counseling expert who teaches at State University
of Malang, and 3) Expert 3 Sahroni is an expert on Malay culture who teaches at the University of
Riau Islands.

Instrument
The instrument was made based on the need to assess the product of counseling guidance.
Developed from 4 indicators, namely clarity, accuracy, usefulness, and feasibility, each of which has
different items according to the aspect you want to assess. The characteristics of the instrument
were made as follows;

Table 1. Counseling Guide Assessment Instruments

Indikator Konten Penilaian Kode Item
Kejelasan 1. Rasional Panduan Kejelasan 1
2. Tujuan pengembangan panduan Kejelasan 2
3. Teori pendukung pengembangan panduan Kejelasan 3
4. Komponen panduan Kejelasan 4
5. Tingkat kejelasan keterkaitan MoL dan adiksi online Kejelasan 5
game
 6. Kejelasan teknik S-F berbasis gurindam XII Kejelasan 6
7. Kejelasan teoritis S-F berbasis gurindam XII Kejelasan 7
8. Ketepatan intervensi pada setiap prosedur dalam
Ketepatan 1
tahap pelaksanaan panduan
Ketepatan 9. Ketepatan teknik yang bermuatan gurindam XII Ketepatan 2
10. Ketepatan rubric adiksi online game Ketepatan 3
11. Ketepatan glossary Ketepatan 4
12. Ketepatan evaluasi pelaksanaan panduan Kegunaan 1
Kegunaan 13. Instrumen evaluasi yang digunakan dalam panduan Kegunaan 2
14. Instrumen untuk penerapan konseling Kegunaan 3
15. Kelayakan gambar yang digunakan Kelayakan 1
16. Kelayakan desain sampul Kelayakan 2
Kelayakan
17. Kelayakan ukuran font yang digunakan Kelayakan 3
18. Kelayakan gradasi warna panduan Kelayakan 4

Analyses
The Many-Facet Rasch Model (MFRM) was developed [46] to adjust for variability in rankings across
multiple raters. MFRM is used in this study to provide a fair and accurate estimate of the quality of
the developed guide product. A further advantage of MFRM is that each judge can be modeled
according to the way he is judged using a rating scale; define its own scale for the rater [50]. MFRM
has been used in many studies to deal with rater-related variability and inconsistency in many fields
[49,50,52,53]. The simple general form of MFRM can be formulated as follows [46,47];

Pnijk = is the probability of n examiners being awarded on item i by an assessor j a rating of k

Pnijk– 1 = is the probability of n exam takers being awarded on item i by rater j ratings of k - 1
Bn = is the ability of the examinee n
Di = is the difficulty of item i
Cj = is the severity level of judge j
Fk = is extra difficulty that was overcome when observed at the level of the category relative
to the k –1 category

3. Result and Discussion

Tabel 2 Reliability of the 18 item instrument, validator, and counseling guide
Logit mean Raliability Strata
Item 0.01 0.38 2
Validator 0.01 0.66 2 Table 2 shows the reliability of the
Panduan Konseling 0.00 0.75 3 18 instrument items used to
assess the counseling guide with a
reliability value of 0.38 in good conditions. The validator reliability at a value of 0.66 indicates that
the index is in good condition. As well as the reliability of the counseling guide at a good value of
0.75 where; The stratum also consists of values 2 and 3 which indicate that the data collected can be
used.

Tabel 3 Panduan konseling measurement report

Panduan Total Total Meas Model Infit Outfit Correlation
Konseling Score Count ure S.E. MnSq ZStd MnSq ZStd PtMea
2 After 181 54 .57 .29 .70 -1.7 .68 -1.7 .55
Revision
1 Before 167 54 -.57 .28 1.15 .6 1.26 1.0 .47
Revision
Table 3 shows the quality logit measures for the counseling guide (before – after) based on the
ratings of the three raters. The counseling guide before had a logit value (-.57; S.E.28) and after a
logit value (+.57; S.E.29) Table 3 shows the logit quality measures for the counseling guide (before –
after) based on the assessments of the three raters. Counseling guidelines before having a logit value
(-.57; S.E.28) and after having a logit value (+.57; S.E.29).

Tabel 4 Validator measurement report

Panduan Total Total Model Infit Outfit Correlation
Measure
Konseling Score Count S.E. MnSq ZStd MnSq ZStd PtMea
2 Triyono 110 36 -1.38 .34 1.25 .9 1.40 1.2 .49
1 M. Ramli 116 36 -2.09 .25 .81 -.7 .83 --.5 .46
3 Sahroni 122 36 -2.84 .36 .71 -1.4 .68 -1.4 .58

Table 4 shows the logit measures of the validator quality (before – after) based on the assessments
of the three raters. 2 Tiyono has a logit value (-1.38; S.E.34), 1 M. Ramli has a logit value (-2.09; S.E. .
25), and 3 sahroni has a logit value (-2.84; S.E. .36).

Figure 2 provides a graphic presentation of a Wright map on the quality of the pre-revised pre-post
counseling guide, the guideline test items and the rater severity, which were processed by the
FACETS program. The first column on the left is the logit scale, the unit of measurement for the
counseling guide, the test item, and the rater. The second column is the distribution of the
counseling guide before it is revised - after being revised, the third column is the distribution of
items used to assess the counseling guide; The distribution of the second column of the assessors'
responses to the counseling guidelines before being revised-after being revised based on the
instruments used. The fourth column displays the distribution of evaluators / validators. The
distribution of the counseling guide, the counseling guide test items and the validator column were
modeled with zero logit means, the counseling guide test items averaged both in terms of quality
and severity for the rater (validator).

In the second column from the left, as shown in Table 3, it shows the size range of the counseling
guide along the logit scale, the increase in the quality of the counseling guide after being revised was
at +0.5 logit, while the counseling guide before it was revised was at -0.5 logit.

From the logit distribution of the counseling guide, it is evident that there is a variation in the quality
of the counseling guide, which is around 1 logit (Table 3), while the measurement standard error for
the counseling guide is relatively small, (for example, the counseling guide after being revised SE
0.29 logit), in line with this. The standard measurement error for counseling guidance is relatively
small, (for example, the pre-revised counseling guide SE 0.28 logit).

Figure 2 Quality of counseling guide, test items and severity distribution

The third column in FIG. Fig. 2 shows the distribution of testing criteria assessed from easy to
difficult to agree on with regard to the quality of the counseling guidelines before being revised and
after being revised. Difficulty agreeing on measurements adjusted for different items and sorted
along the logit scale with hardest on top and easiest at bottom. This indicates that “eligibility 15” is
the most difficult item for the validator to score (approx. +2.28 logit size). This means that "the
feasibility of 15 which is an indicator of the counseling guide cover" is a part of the counseling guide
that is necessary to undergo a dominant design change. The cover section must be a lot of changes.
This is the main gate that people see when looking at the counseling guide being developed.
Meanwhile, items that were easy to assess "clarity of 3, clarity of 5, accuracy of 10, and accuracy of
8" were items that were easiest for the validator to judge (the size was approximately −1.28 logit).
Shows in the item "clarity 3 which is a supporting theory indicator for the development of a guide",
"clarity 5 which is an indicator of the level of clarity of the relationship between MoL and online
game addiction", "accuracy 10 which is the accuracy of rubric for online game addiction, and"
accuracy 8 which is the accuracy of intervention in each procedure in the implementation stage of
the guide "the four items did not undergo revision because of the suitability resulting from the
lowest logit scale.

The severity of the validators appearing in the fourth column in Figure 2 is modeled with the most
parsimonious scores at the top and the easiest assesses at the bottom of the logit scale. As shown in
Figure 2, the range of distribution of raters was very narrow, when compared to the quality of the
counseling guide (column 2) or the suitability of the test items (column 3). All counseling guide
validators assessed independently during the study and all counseling guides assessed
professionally. It can be seen that the most stingy assessors score and up to the easiest to score
"triyono at more than +2.00 logit", "m.ramli at more than +1.5 logit", and "sahroni at more than
+1.15 logit".

Accuracy in Estimating the Quality of the Counseling Guide

In the measurement process, an accurate estimate of performance or quality is vital for a valid
measurement. The good thing about MFRM is that it can provide information about the validator's
bias and unpredictable responses, either giving too high (unexpected value) or too low (under
value). Table 4 shows the differences in severity that affect the estimation of the quality of the
counseling guide obtained from the FACETS program of MFRM analysis.

Tabel 4 Raster responses were unexpected from the counseling guide assessment
Table 4 shows that there were only 7 ratings given (out of a total of 54 ratings) by the validators who
were judged to contain several differences in their ratings. From the first row of Table 4 it can be
read that in column 2 the rating score given is '2', but according to the model the expectation (Exp.)
Should be 3.2. (although 4 is an integer response), which was given by validator no 2 when the
validator rated the counseling guide before it was revised for the item “clarity 3”, in short, a value
below what it should have been.

All the list of unexpected validator responses above in Table 4 shows that MFRM can predict the
consistency of each validator and in the items for the pre-revised and post-revised counseling
guidelines they scored in this study. As can be seen in the table that the pre-revised counseling guide
was the most difficult to assess by the validator (appeared 7 times out of 54 unanticipated
assessments). This is because the counseling guidelines before being revised are still lacking in terms
of validators. In terms of items, there are two items that appear "clarity 3, clarity 5, clarity 2,
usefulness 12, usefulness 13, feasibility 16, and feasibility 17", the data collected from these items
need to be handled carefully so that the process of improving the guidelines counseling can be done
appropriately.

4. Conclusion
A good counseling guide was measured by 18 test items derived from standard criteria for assessing
products in the development of a counseling guide. This research was conducted using a multi-
faceted Rasch Model (MFRM) which simultaneously measures the counseling guidelines, items and
the validator's level of seriousness. The results of data analysis showed that good quality counseling
guides were easily obtained by being given a logit unit using the FACETS program which indicated
that the logit value improved from the counseling guide after being revised. Regarding the ten test
items to measure the counseling guide, "the feasibility of 15 which is the picture on the cover is the
most difficult thing for the validaor to agree on, while the item" clarity 3 which is a supporting theory
indicator for the development of the guide "," clarity 5 which is an indicator of the level of clarity of
the MoL linkage. and online game addiction ”,“ accuracy 10 which is the accuracy of the online game
addiction rubric, and “accuracy 8 which is the accuracy of the intervention in each procedure in the
implementation stage of the guide” is something that is easily assessed by all validators. In
conclusion, MFRM can provide a useful analysis of the quality of the counseling guide using the
multiple-raters technique, as well as generate accurate estimates for valid measures of the quality of
the counseling guide, items, and validators, severity and indications of validator bias.

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