scholarly journals DIAGNOSTIC TEST INSTRUMENTS FOR THE BASIS OF REMEDIAL LEARNING

2021 ◽  
Vol 7 (1) ◽  
pp. 45-54
Author(s):  
Deni Iriyadi
Keyword(s):  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Development Research ◽  
Test Instrument ◽  
Error Checking

his research is a type of development research that is focused on developing a diagnostic test instrument to see students' conceptions. The research was conducted at SMA Negeri 1 Watampoen in class X. This research regulates the stage of developing an instrument consisting of 6 steps: (1) determining the specifications of the instrument, (2) determining the domain of the instrument, (3) determining whether the format is open-ended or closed ones to be used, (4) determining the test / instrument format, (5) determining whether the instrument is used for groups or individuals, (6) determining the length of the instrument. From this study, one third of the diagnostic tests were obtained which consisted of testing, examination format, and error checking. Giving remedials to students should not be done just like that without taking into account the knowledge that students have. By using a diagnostic test, students' understanding can be identified including what material they do not understand. This can be used as a reference for providing improvements to students

scholarly journals DIAGNOSTIC TEST INSTRUMENTS FOR THE BASIS OF REMEDIAL LEARNING

2021 ◽  
Vol 7 (1) ◽  
pp. 45-54
Author(s):  
Deni Iriyadi
Keyword(s):  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Development Research ◽  
Test Instrument ◽  
Error Checking

his research is a type of development research that is focused on developing a diagnostic test instrument to see students' conceptions. The research was conducted at SMA Negeri 1 Watampoen in class X. This research regulates the stage of developing an instrument consisting of 6 steps: (1) determining the specifications of the instrument, (2) determining the domain of the instrument, (3) determining whether the format is open-ended or closed ones to be used, (4) determining the test / instrument format, (5) determining whether the instrument is used for groups or individuals, (6) determining the length of the instrument. From this study, one third of the diagnostic tests were obtained which consisted of testing, examination format, and error checking. Giving remedials to students should not be done just like that without taking into account the knowledge that students have. By using a diagnostic test, students' understanding can be identified including what material they do not understand. This can be used as a reference for providing improvements to students

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

2021 ◽  
Vol 1 (1) ◽  
pp. 24-31
Author(s):  
Nina Wahyuni ◽  
Yoga Budi Bhakti ◽  
Tatan Zenal Mutakin ◽  
Irnin Agustina Dwi Astuti
Keyword(s):  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Content Validation ◽  
Multiple Choice Questions ◽  
Discrimination Power ◽  
Average Percentage ◽  
Test Items ◽  
Test Instrument ◽  
Level Of Difficulty

Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on circular motion material. This research is a development study using 4D models.  The developed four-tier test diagnostic test instrument consists of 40 multiple-choice questions. The results of the content validation by five experts stated that the instrument was very feasible with an average percentage of 86,34%. Empirical trial results show as many as 40 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.785 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

scholarly journals Four-Tier Diagnostic Test with Certainty of Response Index to Identify Misconception in Physics

2020 ◽  
Vol 3 (2) ◽  
pp. 245-253
Author(s):  
Yuberti Yuberti ◽  
Yani Suryani ◽  
Indah Kurniawati
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Choice Test ◽  
Development Research ◽  
Multiple Choice Test ◽  
Response Index ◽  
Test Instrument ◽  
Student Misconceptions ◽  
Addie Model ◽  
Expert Validation

This study aimed to develop a Four-Tier Test diagnostic test instrument that will be used to identify student misconceptions on work and simple machine topic. This research is a development research using the ADDIE model. The result of the research is a multiple-choice test instrument four-tier diagnostic test with the Certainty of Response Index (CRI) to identify misconceptions. The results of expert validation show that the questions are declared valid. Furthermore, the instrument was tested on grade VIII students of SMP Negeri 1 Kalirejo to determine the level of validity, reliability, difficulty, and differentiation on each item. Of the 20 items developed, 15 of them were declared feasible to identify student misconceptions

scholarly journals PENGEMBANGAN ROTATIONAL DYNAMICS CONCEPTUAL SURVEY (RDCS) UNTUK MENGUKUR KONSEPSI AWAL SISWA

EDUSAINS ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 177-187
Author(s):  
Anifatul Mardiyah ◽  
TantrI Mayasari ◽  
Farida Huriawati
Keyword(s):  
Quality Assessment ◽  
Diagnostic Test ◽  
Expert Judgment ◽  
Rotational Dynamics ◽  
Development Model ◽  
Development Research ◽  
Evaluation Tool ◽  
Test Instrument ◽  
Instrument Quality

DEVELOPING ROTATION DYNAMIC CONCEPTUAL SURVEY (RDCS) TO ASSESS STUDENT’S PRIOR CONCEPTIONAbstractThis study aims to develop an evaluation tool to measure the level of students' conception in the form of four-tier diagnostic test categories of material on rotational dynamics. The development model used is 3D+T. The steps of the 3D+T are: Define, Design, Develop, and Trial. The development instrument used was a validation sheet for material experts (expert judgment) and a four-tier question sheet for testing students. Validation of the feasibility of the items covering aspects of language, the suitability of the questions with cognitive aspects, and the indicator of the problem was declared very feasible to use. Instrument quality assessment is done by calculating CVR and CVI arranged in the form of a checklist column. This development research produced an RDCS (Rotational Dynamics Conceptual Survey) test instrument in the form of four tiers. The RDCS test instrument consisted of 16 items. Trials of the test instruments obtained a percentage of students' conceptions of error of 17%, misconceptions of 43%, did not understand the concept of 24%, and understood the concept of 16%.AbstrakTujuan penelitian ini adalah mengembangkan suatu alat evaluasi untuk mengukur level kategori konsepsi siswa berbentuk four-tier terhadap materi dinamika rotasi. Model pengembangan pada penelitian ini adalah 3D + T. Tahapan model pengembangan 3D+T yaitu: Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan), dan Trial (Uji Coba). Instrumen pengembangan yang digunakan berupa lembar validasi oleh ahli materi (expert judgment) dan lembar soal four-tier untuk uji coba kepada siswa. Validasi kelayakan butir soal meliputi aspek bahasa, kesesuaian soal dengan aspek kognitif dan indikator soal dinyatakan sangat layak digunakan. Penilaian kualitas instrumen dilakukan dengan perhitungan CVR dan CVI disusun dengan bentuk kolom checklist. Penelitian pengembangan ini menghasilkan suatu instrumen tes RDCS (Rotational Dynamics Conceptual Survey) dengan bentuk four tier. Instrumen tes RDCS terdiri dari 16 butir soal. Uji coba instrumen tes diperoleh persentase konsepsi siswa eror sebesar 17%, miskonsepsi 43%, tidak paham konsep 24%, dan paham konsep 16%. 

scholarly journals The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

2021 ◽  
Vol 54 (2) ◽  
pp. 359
Author(s):  
Maison Maison ◽  
Dwi Agus Kurniawan ◽  
Retno Sari Widowati
Keyword(s):  
High School Students ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
High Reliability ◽  
Validity And Reliability ◽  
School Students ◽  
Test Instrument ◽  
Instrument Reliability ◽  
Very High

This study aims to find out how the process of developing instrument products in the form of a four-tier diagnostic test on parabolic motion material, and to find out how the quality of a four-tier diagnostic test instrument product on parabolic motion material was developed. The test subjects were all high school students of class X MIPA, taken by purposive sampling, namely 60 students in the first phase of the trial and 134 students for the 2nd phase of the trial. of 0,3 which means valid. The instrument reliability value is 0,859 which is in the very high reliability category. This means that the developed instrument can be used to identify misconceptions. The results of expert validation indicate that the instrument is in the very good category so that it can be used to identify misconceptions. The validation results from the first validator are 85% (Good) and the second validator is 92,08% (very good). Based on the results of the study, it can be concluded that the misconception instrument developed from one-tier questions to four-tier diagnostic tests is appropriate to be used to identify students' misconceptions on parabolic motion material. This can be seen from the results of the analysis of the validity and reliability of the instrument, where all items are valid and have very high reliability.

PENGEMBANGAN INSTRUMEN ASESMEN KINERJA DASAR TATA RIAS

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
I Gede Sudirtha
Keyword(s):  
Performance Test ◽  
Research Data ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Development Research ◽  
Validity And Reliability ◽  
Test Instrument ◽  
Scoring Rubrics ◽  
Data Collection Instrument ◽  
Empirical Tests

This study aims to develop a performance assessment instrument for Make up Training Subject in Beauty Education Program by appropriate validity and reliability procedure in thedevelopment of the assessment instrument as the assessment process and products. Thisresearch is a development research (R&D). The research focuses on the development ofassessment instrument for Makeup Training Subject. The aspects of research, data sources, techniques and instruments/data collection instrument, and validation and reliability of theinstrument used in the study conducted by interview, observation, and literature and documents.The data of this study is quantitative data, which was statistically analyzed due to relevant empirical testing (validation of instruments) that includes testing and content validity andinternal validity. Descriptive analyzes were undertaken to describe the research data. The results showed: 1) The design of the instrument Makeup Training Subject are developed through theneeds analysis. It is done through literature review and study of the course competencies byengaging a team of researchers. This study resulted in the instrument guidelines and assessment instrument completed with its scoring rubrics. The instrument comprising: a step of validityassessment is done through the stages: experts judgment, empirical tests to prove the validityand reliability of the instruments assessment. All the performance test instrument developed is

scholarly journals On diagnostic tests of contact break for contact circuits

2020 ◽  
Vol 30 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Kirill A. Popkov
Keyword(s):  
Boolean Function ◽  
Diagnostic Test ◽  
Boolean Functions ◽  
Diagnostic Tests ◽  
Almost All

AbstractWe prove that, for n ⩾ 2, any n-place Boolean function may be implemented by a two-pole contact circuit which is irredundant and allows a diagnostic test with length not exceeding n + k(n − 2) under at most k contact breaks. It is shown that with k = k(n) ⩽ 2n−4, for almost all n-place Boolean functions, the least possible length of such a test is at most 2k + 2.

scholarly journals Comparison of three rapid influenza diagnostic tests with digital readout systems and one conventional rapid influenza diagnostic test

2017 ◽  
Vol 32 (2) ◽  
pp. e22234 ◽  
Author(s):  
Sook Won Ryu ◽  
In Bum Suh ◽  
Se-Min Ryu ◽  
Kyu Sung Shin ◽  
Hyon-Suk Kim ◽  
...  
Keyword(s):  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Digital Readout

scholarly journals Clinical overlap between malaria and pneumonia: can malaria rapid diagnostic test play a role?

2011 ◽  
Vol 5 (03) ◽  
pp. 199-203 ◽  
Author(s):  
Kingsley Nnanna Ukwaja ◽  
Olufemi B Aina ◽  
Ademola A Talabi
Keyword(s):  
Diagnostic Test ◽  
Rapid Diagnostic Test ◽  
Diagnostic Tests ◽  
Health Centre ◽  
Rapid Diagnostic Tests ◽  
Case Definition ◽  
Sub Saharan Africa ◽  
Malaria Rapid Diagnostic Test ◽  
Chi Square ◽  
Symptom Overlap

Introduction: Malaria and pneumonia account for 40% of mortality among children under five years of age in sub-Saharan Africa. Due to lack of diagnostic facilities, their management is based on the integrated management of childhood illnesses (IMCI) strategy. Symptoms of malaria and pneumonia overlap in African children, necessitating dual IMCI classifications at health centres and treatment with both antibiotics and antimalarials. This study determined the prevalence of malaria-pneumonia symptom overlap and confirmed the diagnosis of malaria in these cases using a rapid diagnostic test. Methodology: Consecutive consultations of 1,216 children (two months to five years old) were documented over a three-month period in a comprehensive health centre. Malaria rapid diagnostic tests were conducted only for children who had symptom overlap. Results: Of the 1,216 children enrolled, 1,090 (90%) reported cough or fever. Among the children fulfilling the malaria case definition, 284 (30%) also met the pneumonia case definition. Twenty-three percent (284) of all children enrolled met the criteria for both malaria and pneumonia. However, only 130 (46%) of them had a positive result for malaria using a malaria rapid diagnostic test. During a malaria-pneumonia overlap, female children (chi-square 5.9, P = 0.01) and children ≥ one year (chi-square 4.8, P = 0.003) were more likely to seek care within two days of fever. Conclusion: Dual treatment with antimalarials and antibiotics in children with malaria-pneumonia overlap may result in unnecessary over-prescription of antimalarial medications. Use of rapid diagnostic tests in their management can potentially avoid over-prescribing of malaria medications.

Sign in / Sign up

Export Citation Format

Share Document