Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

Tujuan pembelajaran abad 21 adalah membekali siswa dengan pengetahuan konseptual dan kemampuan literasi sains. Membuat instrumen elektronik pilihan ganda lima tingkat tentang pekerjaan dan energi dan momentum dan impuls. Tujuan penelitian ini adalah untuk mengetahui karakteristik dan validitas e-instrumen pilihan ganda lima tingkat menggunakan i-Spring Quiz Maker sebagai penilaian literasi sains dan pemahaman konsep siswa SMA kelas X. termasuk jenis penelitian pengembangan dengan menggunakan model Plomp. Penelitian dilakukan sampai pada tahap expert review (Validitas). Objek penelitian adalah e-instrument pilihan ganda lima tingkat dengan menggunakan i-Spring Quiz Maker. Sumber data validitas isi diperoleh dari hasil validasi ahli oleh dosen Fisika Fakultas MIPA UNP. Penelitian pendahuluan yang dilakukan pada tahap penelitian ini mengungkapkan bahwa guru belum familiar dengan instrumen pilihan ganda lima tingkat dalam menilai pemahaman konsep siswa, terutama pada materi usaha dan energi serta momentum dan impuls. Pada Tahap Pengembangan atau Prototyping, instrumen elektronik pilihan ganda lima tingkat dirancang menggunakan aplikasi i-Spring Quiz Maker. Hasil evaluasi diri diperoleh dengan kriteria sangat baik. Hasil uji validitas instrumen diperoleh secara keseluruhan dengan kategori validitas tinggi.

The Integrated Model teaches science through a process not just a mere conceptual presentation so that students are given the opportunity to find their own answers so that students can more easily understand the lessons given by the teacher. Integrated learning as a unifying learning activity that combines several subjects at once in one face-to-face, to provide meaningful experiences for students. Through a student-centered and fun learning atmosphere, so that children are motivated to learn. This study aims to analyze and compare the effect of the integrated model on science learning in terms of education level and student learning outcomes. This study used a meta-analysis method that examined 15 articles. The data analysis technique used is quantitative and qualitative data analysis because narrative research data has been found. Based on the research results it can be seen that: The integrated model is more effectively applied at the junior high school level with an effect size value of 1.33 (very high category) and at the elementary level with an effect size value of 0.88 (high category). and integrated learning, the integrated model also has an impact on the learning outcomes of elementary and junior high school students' knowledge and skills.

The purpose of 21-st century learning is to create students who have scientific literacy skills and conceptual understanding. One of the efforts that can be done is the use of appropriate forms of assessment instruments. The purpose of this study was to obtain a profile of the use of concept assessment instruments and scientific literacy used by physics teachers at SMA Solok Regency. This research was survey research. The respondents of this research were five senior high school physics teachers teaching in five senior high schools in Solok Regency. The data were collected using interviews and document analysis. The results showed that teachers only knew several forms of concept understanding assessment instruments. Thus, teachers have limited information in assessing students’ conceptual understanding. In addition, teachers have not been maximal in implementing scientific literacy competence in the use of assessment instruments.Keywords: Instruments, Scientific Literacy, Concept Understanding.