scholarly journals IDENTIFY MISCONCEPTION ON REACTION RATE CONCEPT USING FOUR-TIER MULTIPLE CHOICE (4TMC) DIAGNOSTIC TEST INSTRUMENT

2021 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Ilham Pradana Putra Harahap ◽  
Dian Novita
Keyword(s):  
Surface Area ◽  
Diagnostic Test ◽  
Reaction Rate ◽  
Multiple Choice ◽  
Test Instrument ◽  
Associative Thinking

Abstract. The aims of this study to identify  the profile of students’  conseptions and misconceptions on the concept of reaction rate using a four-tier multiple choice diagnostic test instrument reported in the form of misconception profiles consisting of students' conceptions, students' misconceptions and the causes of misconceptions experienced by students. Based on the results of the study shown (1) the students’ conception profile is as much as 78% understand the concept, 21% misconceptions and 1% do not understand the concept, (2) the profile of student’s misconceptions in each sub-material that misconceptions on sub-material of concentration 16%, temperature 19%, surface area 41% and catalyst 24% and as many as 1 student (3%) including the high misconception category, 22 students (67%) included in the medium misconception category and 10 students (30%) were in the low misconception category. Students’ misconceptions vary in different causes such as; associative thinking 59%, preconceptions 25%, incomplete resoning 13%, humanistic thinking 2% and incorrect intuition 1% .  Keywords: four-tier multiple choice, misconception, reaction rate

scholarly journals Development of Misconception Diagnostic Test in Momentum and Impulse Using Isomorphic Problem

2017 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Nadiyah El-Haq Diyanahesa ◽  
Sentot Kusairi ◽  
Eny Latifah
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Diagnostic Instrument ◽  
Design Development ◽  
Test Analysis ◽  
Is Research ◽  
Test Instrument ◽  
Student Misconceptions ◽  
Analysis Design ◽  
Addie Model

Preconception of the students influences to construct knowledge. They entered the classroom with conception formed from daily life. If their conception are not accordance with scientific concepts it’s  called misconceptions. Misconception is believed by students and used consistently. Teachers need to find out information on a student misconceptions by providing diagnostic tests immedietly. Diagnostic instrument that measure more accurately concepts understanding is isomorphic. Problem isomorphic composed of several question in different context and representation, but solved by the same principles. The goal of this study developing a multiple-choice diagnostic test instrument isomorphic to diagnose misconception of students on momentum and impulse. This study is research and development using ADDIE model (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). Development steps consist of: (1) Analysis, (2) Design, (3) Develop, and (4) Implement. Before  Implement steps, test instrument validated by lecture and two teachers. The instrument have been revised administered to students of class XI MIA 4 MAN Tlogo Blitar and  X MIA U1 MAN 1 Tulungagung. Results of this study are 15 items multiple choice diagnostic instruments isomorphic belongs five indicators. Based on the validation by two physics teachers and lecturers, instrument accordance used as a diagnostic instrument capable to distinguish between students misconceptions and naive concept. Around 67.8% of students who have answered the description are still misconceptions. Based on the test analysis accordance with open ended question instrument test diagnostic isomorphic produce higher accuracy by taking two of the three questions the answers provided.

scholarly journals ANALISIS MISKONSEPSI PADA MATERI LARUTAN PENYANGGA SISWA KELAS XI IPA MA SWASTA DARUL ULUM KUBU RAYA

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Abdul Chozim
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Buffer Solution ◽  
Acid Buffer ◽  
Buffer Solutions ◽  
Common Misconception ◽  
Test Instrument ◽  
School Text ◽  
Descriptive Method

The problems faced by the students in chemistry class, especially in Buffer Solutions, often caused a misunderstanding. Continuous misunderstanding can lead to a misconception. This study aimed to analyze the misconceptions in Buffer Solutions among the eleventh grade students of MA Darul Ulum Kubu Raya 2016/2017 using a Diagnostic Test instrument. Using a descriptive method, the data revealed collected by employing 10 items of multiple choice with their reasons. The study revealed that the misconceptions in Buffer Solutions occurred in all concepts. The most common misconception took place in the indicator of explaining how the base buffer solution works when it is added by a small amount of alkaline (80%). The lowest happened on the indicator of determining the mixture of compoundsof the acid buffer solution (31%). The misconception that occured in each indicator was 70.4%. The misconception was caused by the students’ associative thinking skills was 48.4%. Therefore, the factors related to misconceptions faced by the students in Buffer Solutions are the lack of understanding, the learning methods applied by the teacher, and the reference books, particularly the non-school text books.

scholarly journals Perbedaan Pemahaman Konsep Siswa sebagai Hasil Penerapan Model Pembelajaran LC 5E-Analogi dan LC 5E

2019 ◽  
Vol 4 (4) ◽  
pp. 537
Author(s):  
Gusti Wahyuni ◽  
Suhadi Ibnu ◽  
Suharti Suharti
Keyword(s):  
Conceptual Understanding ◽  
Effect Size ◽  
Content Validity ◽  
Coding Theory ◽  
Reaction Rate ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
The Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aims to see differences in students' conceptual understanding of the reaction rate material as the result of LC 5E-Analogy learning model. LC 5E-Analogy is related to double coding theory, information received by learner is obtained through one of two channels, where LC 5E is expected to facilitate students to obtain information from the enggament phase to the elaboration phase, while the analogy is expected to visualize the submicroscopic aspect, so as to improve understanding of concepts students. This study uses a reasoned multiple choice test instrument that has 91% content validity with a very good category and a reliability coefficient of 0.799 in the high category. The research was conducted in two classes of XI Science at SMAN 9 Malang. Analysis of the data using the Man Whitney U Test, and the Effect Size test to see the meaning of differences in understanding of students' concepts. The results showed that there were differences students understanding in both research classes, where the difference in the values of the two classes (Sig.2-tailed 0.002) and the Effect Size (d = 0.74).</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk melihat perbedaan pemahaman konsep siswa pada materi laju reaksi sebagai hasil penerapan model pembelajaran <em>LC 5E</em>-Analogi. Pemahaman konsep diperlukan siswa untuk memahami materi laju reaksi, sehingga siswa dapat menjelaskan fenomena serta penerapan laju reaksi dalam kehidupan sehari-hari. <em>LC </em>5E-Analogi berdasarkan <em>theory double coding</em> yaitu informasi yang diterima seseorang diperoleh melalui salah satu dari dua channel, dimana <em>LC </em>5E diharapkan dapat memudahkan siswa memperoleh informasi dari fase <em>enggament </em>hingga fase <em>elaboration</em>, sedangkan analogi diharapkan dapat memvisualisasikan aspek submikroskopik sehingga meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan instrument tes pilihan ganda beralasan yang memiliki validitas isi 91% dengan kategori sangat baik dan koefisien reliabilitas 0,799 dengan kategori tinggi. Sampel penelitian terhadap dua kelas yang diambil dari keseluruhan kelas XI IPA di SMAN 9 Malang. Analisa data menggunakaan <em>Man Whitney U Test</em>, serta uji <em>Effect Size</em> untuk melihat kebermaknaan perbedaan pemahaman konsep siswa. Hasil penelitian menunjukkan ada perbedaan pemahaman konsep siswa pada kedua kelas penelitian, dimana nilai perbedaan kedua kelas (Sig.2-tailed 0,002) dan nilai <em>Effect Size</em> (d= 0,74) dengan kriteria sedang.</p></td></tr></tbody></table></div>

scholarly journals The Identification of Levels of Concept Understanding Using Three-Tier Multiple Choice Diagnostic Test

2019 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Witri Adriani ◽  
Syamsurizal Syamsurizal ◽  
Ganda Hijrah Selaras ◽  
Relsas Yogica
Keyword(s):  
Diagnostic Test ◽  
False Positive ◽  
False Negative ◽  
Multiple Choice ◽  
Virus Infections ◽  
Virus Classification ◽  
Concept Understanding ◽  
Descriptive Research ◽  
Test Instrument

This research aims at identifiying the levels of concept understanding on virus material at class X, SMA Pertiwi 1 Padang. This is a descriptive research involved 138 students from class X, SMA Pertiwi 1 Padang. This research used Three-Tier Multiple Choice diagnostic test instrument which categorized into three question levels. The results showed that students experienced the highest level of concept understanding on prevented virus infections with 53,87%, then followed with the highest level of  full misconception on the role of the beneficial virus with 36,23%, the highest level of misconception false positive on the different virus and bactery with 12,32%, the highest level of misconception false negative on virus living with 14,49%, the highest level of guessing on virus’ classification with  7,61%, and the highest level of ununderstandable of virus replication’s cycles with 52,18%. Most of students experienced low criteria of the concept material of virus with 34,38%.

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 DEVELOPMENT OF A FOUR-TIER DIAGNOSTIC TEST FOR MISCONCEPTION OF OSCILLATION AND WAVES

2019 ◽  
Vol 5 (2) ◽  
pp. 69-76
Author(s):  
Ridho Adi Negoro ◽  
Viga Karina
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discrimination Power ◽  
Average Percentage ◽  
Development Models ◽  
Test Items ◽  
Test Instrument ◽  
Mechanical Waves ◽  
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 vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 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 0.765 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 PENILAIAN PEMAHAMAN REPRESENTASI GRAFIK MATERI OPTIKA GEOMETRI MENGGUNAKAN TES DIAGNOSTIK

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Wawan Bunawan ◽  
Agus Setiawan ◽  
Aloysius Rusli ◽  
Nahadi .
Keyword(s):  
Mixed Methods ◽  
Diagnostic Test ◽  
Graphical Representation ◽  
Geometrical Optic ◽  
Multiple Choice ◽  
Diagnostic Instrument ◽  
Physics Teachers ◽  
Test Instrument ◽  
Graph Reading

Abstrak: Tujuan penelitian adalah mengembangkan dan menerapkan tes diagnostik pilihan ganda tiga tingkat untuk mengukur pemahaman representasi grafik mahasiswa terkait esensi inkuiri sains dan materi optika geometri. Penelitian menggunakan metode campuran melibatkan 83 mahasiswa calon guru fisika di satu LPTK Sumatera Utara. Instrumen tes diagnostik terlebih dahulu didesain kemudian disempurnakan selama proses, direvisi, dan digunakan untuk mendeteksi dan menilai pemahaman representasi grafik mahasiswa calon guru fisika. Instrumen tes telah dikembangkan untuk dapat mendiagnosis dan memperbaiki kesalahan-kesalahan yang dilakukan calon guru fisika terkait dengan keterampilan mengonstruk grafik, menemukan kesulitan-kesulitan dalam membaca dan menginterpretasi grafik. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil studi menunjukkan pembacaan grafik dan keterampilan menginterpretasi grafik calon guru fisika masih belum memadai dan juga kemahiran dalam menganalisis grafik bergantung pada jenis grafik dan level atau tipe pertanyaan yang dikembangkan. Kata Kunci: representasi grafik, optik geometri, diagnostik tes ASSESSING OF UNDERSTANDING GRAPHICAL REPRESENTATION CONTENT GEOMETRICAL OPTIC USING DIAGNOSTIC TEST Abstract: The purpose of this study is to develop and apply three tier multiple choice diagnostic test to measure student’s understanding of graphical representation about essential features of inquiry and content geometrical optic. The study was conducted using mixed methods and carried out with 83 prephysics teachers at a University of Teachers Education in North Sumatera. The diagnostic instrument was designed and then progressively refined, revised, and implemented to detect and assess student’s understanding of graphical representation. Test instrument was developed to diagnose and correct the mistakes made by pre-service physics teachers about construction graphic skills, difficulties in the reading and interpretation graphical representation. The results of this study showed that graph reading and interpretation skills of pre service teachers were inadequate and also their graphing analysis varies depending on the type of graph and level type of question was developed. Keywords: graphical representation, geometrical optic, diagnostic test

IDENTIFIKASI MISKONSEPSI MATERI KESETIMBANGAN KIMIA MENGGUNAKAN TES DIAGNOSTIK PILIHAN GANDA TIGA TINGKAT (THREE-TIER MULTIPLE CHOICE) PADA PESERTA DIDIK KELAS XI MIA SMA NEGERI 2 PEKANBARU

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zaki Dayatul Akbar ◽  
Herdini Herdini ◽  
Abdullah Abdullah
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Dissociation Degree ◽  
Second Year ◽  
World Industry

The aim of this research were to know misconceptions and the category level of misconceptions in the second year students of SMA Negeri 2 Pekanbaru aboutt concepts of chemical equallibrium. This research took place in SMA Negeri 2 Pekanbaru and the data were collected on April 2017. was all the students of XI MIA class of four classes. The population consisted of 161 students. The sample was all the population. This research was descriptive quantitative. The technique of collecting data used diagnostic test and interview. The result showed that students found misconception in the definition concept of chemical equallibrium with the percentage was 34,78% (category of average), for the concept of heterogen and homogen was 36,335% (average), the concept of dissociation degree was 33,54% (average), the concept of Kc measurement was 43,785% (average), the concept of Kp measurement was 27,55% (poor), the principle concept of Le Chatelier was 36,764% (average), the concept of using chemical equallibrium in world industry was 23,60% (poor).

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