No abstract

The CTTMC instrument is an assessment instrument with a two-tier multiple-choice type, consisting of a first tier and a second tier. Developing an instrument requires data analysis. The data analysis consisted of validity and reliability tests. In the content validity test using the Aiken formula. Content validity analysis data were obtained from 9 validators. The validation process is carried out through a group discussion forum (FGD). The reliability test used Alpha Cronbach's formula with the ITEMAN application. The results of the content validity were more than 0.74, thus indicating that all the developed items were declared valid. While the reliability results obtained were obtained in the medium-scale trial, tier 1 was 0.711 and tier 2 was 0.707, while in the broad-scale trial, tier 1 was 0.833 and tier 2 was 0.873, indicating that the questions developed had high reliability.

Miskonsepsi adalah pemahaman konsep yang tidak sesuai dengan konsep yang sebenarnya. Miskonsepsi pada pembelajaran kimia oleh mahasiswa mengakibatkan hasil belajar kimia yang mereka peroleh rendah. Penelitian yang dilakukan ini merupakan penelitian deskriptif. Tujuan dari penelitian ini untuk memperoleh gambaran miskonsepsi mahasiswa pada materi kesetimbangan kimia. Penelitian dilakukan pada mahasiswa semester 3, 5 dan 7 di Jurusan Pendidikan Kimia Universitas Musamus berjumlah 24 orang. Instrumen penelitian yang digunakan adalah instrumen TTMC yang terdiri dari 15 butir soal terdiri dari tier 1 dan tier 2. Dari 15 soal tersebut, memiliki 3 indikator konsep kesetimbangan kimia yang masing-masing terdiri dari 5 soal. Analisis miskonsepsi mahasiswa menggunakan metode GRM. Berdasarkan analisis dengan metode GRM diperoleh hasil sebagai berikut : (1) berdasarkan butir soal, ada 5 soal yang memiliki tingkat miskonsepsi lebih dari 20% yaitu soal 3 dan 4  (25%), soal 5 (29%), soal 14 (33%) dan soal 15 (33%); (2) berdasarkan indikator konsep kesetimbangan kimia, prosentase tingkat miskonsepsi terbesar terdapat pada indikator pertama dan ketiga yaitu 19% sedangkan indikator kedua hanya 3,2%. Melalui penelitian initerlihat bahwa miskonsepsi yang dimiliki oleh mahasiswa jurusan Pendidikan Kimia Universitas Musamus pada materi kesetimbangan kimia terbagi menjadi dua yaitu pada butir soal dan indikator konsep.

Technological pedagogical content knowledge (TPACK) is the knowledge of abilities that teachers need to have in facing 21st-century learning. Knowledge domains in the TPACK framework include TK, PK, CK, TPK, TCK, PCK, and TPACK. The capability of the teacher’s TPACK to rate with a valid instrument design is needed. This article discusses the validation and validity of TPACK instruments using the Rasch model analysis. The TPACK instrument used was Two-Tier Multiple Choice (TTMC), in which the tier-one was as the material foundation, and the tier-two was as supporting reasons. The validation was carried out by seven education experts, namely teachers who had a working period of more than 15 years, one material expert, and one material expert as well as a test construction expert in the Forum Group Discussion (FGD). There were 21 item TTMC questions analyzed. The analyzed using the Rasch model application. The results are that all TTMC TPACK questions are valid. The instrument can be to assess the ability of pre-service chemistry teachers TPACK in future studies.

The implementation of the evaluation of learning outcomes for students allows the emergence of biases that can cause students' abilities to not be depicted properly. This study aims to determine the ability of students based on the evaluation test of chemistry learning in high school. The research subjects involved 41 students. Data analysis using Wright Map on Rasch modelling based on chemical bond indicators such as 1) the process of forming ionic and covalent bonds, 2) differences in ionic and covalent bonds from physical and chemical properties, 3) analyzing the type of chemical bonds formed, and 4) determination of the shape of the molecule. Based on the results of the Wright Map, the percentage of students' abilities as much as 2% are in the high, 78% are in the medium, and 8% are in the low and very low categories. Overall, students have difficulty analyzing the type of chemical bond formed and the shape of the molecule. By using the Wright Map, the actual abilities of students can be seen clearly and accurately. This is very helpful for teachers to classify students whose scores are still below the average so that a corrective test can be done.