Developing four-tier diagnostic test to measure students’ misconceptions on simple harmonic motion material

Abstract

This research developed four-tier multiple choice test items to measure its validity, reliability, characteristics, and students’ misconceptions on Simple Harmonic Motion material. This research was Research and Development (R & D) using 3D (Define, Design, and Develop) development model. The tenth graders of 1 Slawi Senior High School participated in tryout test and the eleventh graders of 1 Kramat Senior High School participated in the final field test. This research used documentation, interviews, questionnaires, and tests to collect the data. The developed test consisted of 30 four-level multiple choice items covering questions, the level of confidence in answering questions, reasons, and the level of confidence in giving reasons. This research yielded validity, reliability, discrimination power, difficulty level, and the percentage of misconceptions analyses. Validation results from 8 validators stated that the instrument was very feasible with the average percentage of 86.23%. The content validity result using Aiken coefficient got the average score of 0.80 with the valid category at the 0.05 significance level. The reliability of the developed test was 0.892. The difficulty level indicated 5 easy items, 22 medium questions, and 3 difficult questions. Students experienced misconceptions on Simple Harmonic Motion material of 58.63% in the medium category.

Five-Tier Multiple-Choice Diagnostic Test Development: Empirical Evidences to Improve Students’ Science Literacy

“…For example, learning submicroscopic before learning macroscopic or learning symbolic before learning submicroscopic. It would be difficult for students to grasp the new concept without understanding the prerequisite concept [47], [48]. To support this, the discontinuous nature of particles and their dynamic qualities as the prerequisite concept must be given and presented in an entertaining way so that students can understand them before the learning phase transition.…”

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

“…Performance tests are designed to measure diverse forms of students' performance on physics learning, including cognitive test [97], higher order thinking skills (HOTS) [95,158,159], critical thinking skill [160], representation [161][162][163][164][165][166], data literacy [167], digital literacy [168], science process skills [169,170], problem solving skills [171,172], inductive thinking [173], visual literacy [174], communication skills [175], analytical thinking skills [176], and scientific literacy [177]. Moreover, several diagnos-tic tests are also established by the Indonesian PER authors to detect potential students' misconceptions [178][179][180][181][182], lack of representation ability [183][184][185], lack of higher order thinking skills (HOTS) [186], lack of critical thinking skills [160], lack of problem-solving skills [184], lack of data literacy [187], as well as the lack of understanding throughout astronomy class [188]. On the other hand, one can argue that this topic seems to be similar to the other extracted topics currently discussed.…”

“…Several validity studies have been introduced including content validity [88], factor analysis [175], Rasch model [97,[188][189][190][191], and engaging modern measurement theory of dichotomous and polytomous response model [94,192] from item response theory (IRT). Additionally, our RBAs are designed through several mediums including computer aided tests [160,193], computerized adaptive tests [194], two-to six-tiered tests [160,[180][181][182]188], and other forms of the test let [195].…”

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

“…Misalnya: two-tier (Fratiwi et al, 2017;C.-Y. Lin & Wang, 2017), three-tier (Anggraeni & Suliyanah, 2017;Sukarelawan et al, 2019), dan four-tier (Fenditasari et al, 2020;Janah et al, 2021). Tes diagnostik empat tahap dikembangkan untuk kebutuhan prosedur pembelajaran dan juga menyempurnakan tes diagnostik yang lebih dahulu dikembangkan.…”