Developing Four Tier Misconception Diagnostic Test About Kinematics

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan instrumen Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika (TDMET-K) yang dapat mendeskripsikan profil miskonsepsi guru fisika SMA dengan kriteria baik. Penelitian menggunakan metode penelitian & pengembangan dengan guru fisika SMA di Surakarta sebagai subjek penelitian. Tahapan penelitian terdiri atas kajian literatur untuk menyusun draf awal; uji validitas secara kualitatif oleh dua ahli; uji validitas isi secara kuantitatif menggunakan formula Lawshe; uji coba lapangan awal (6 subjek); uji coba lapangan utama (30 subjek) sebagai bahan untuk menguji reliabilitas menggunakan formula Alpha Cronbach. Hasil uji menjadi bahan revisi sehingga dihasilkan TDMET-K final. Instrumen pengambilan data yang digunakan berupa angket. Analisis data dilakukan secara kuantitatif dan deskriptif kualitatif. Hasil uji kuantitatif menunjukkan bahwa baik item maupun instrumen memenuhi kriteria validitas isi yang baik dan reliabilitas instrumen termasuk kategori tinggi. Penelitian ini telah berhasil mengembangkan instrumen TDMET-K sebanyak 30 butir yang dapat mendeskripsikan profil miskonsepsi guru fisika SMAdengan kriteria baik. Kata Kunci: empat tahap, tes diagnostik, profil miskonsepsi DEVELoPINg FouR TIER MISCoNCEPTIoN DIAgNoSTIC TEST AbouT KINEMATICSAbstract: This study aimed to develop a valid Four Tier Misconception Diagnostic Test about Kinematics thatis intended to describe high school physics teacher's misconception profile. This research and development study involved high school physics teachers in Surakarta as the research subjects. The research was conducted in the following stages: literature review to prepare initial draft; qualitative test of validity by two experts; a quantitative test of the content validity using the Lawshe formula; an initial field trial (6 subjects); and a main field trial (30 subjects) to explorethe reliability of the test using the Cronbach Alpha formula. The result from the try out was subsequently revised to create the final product.A questionnaire was used to collect the data. Both quantitative and qualitative descriptive analyses were performed.The quantitative test results indicated that both the items and instruments meet the criteria of good content validity and high reliability. This research has developed an instrument consisting of 30 items that can be used to describe high school physics teacher's misconception.

The development of diagnostic test instrument for mathematical representation ability (PhysDTRA) in high school physics learning

“…Instruments that have been developed by indicators of mathematical representation ability and item descriptions (Appendix 1) will be validated (content validity) through expert judgment using the instrument item review criteria (Appendix 2) (Pujayanto et al 2018). The content validity of the test instrument is obtained by providing the test instrument developed to the experts for review.…”

“…The application of diagnostic assessments in learning will be the teacher's reference to ensure teacher achievement and progress in explaining the material that has been taught (Nitko & Brookhart, 2011;Pujayanto et al 2018). Facts on the field show that there are still many teachers who do not understand the diagnostic assessment instrument model (Pujayanto et al 2018). Based on observations at several high schools in the Special Region of Yogyakarta, diagnostic assessments are seldom carried out in the learning process because standardized test instruments to measure ability and detect student difficulties are not available.…”

“…One way educators measure how students' level of understanding of a subject is by providing a diagnostic assessment (Gurel et al 2015;Volfson et al 2018). The application of diagnostic assessments in learning will be the teacher's reference to ensure teacher achievement and progress in explaining the material that has been taught (Nitko & Brookhart, 2011;Pujayanto et al 2018). Facts on the field show that there are still many teachers who do not understand the diagnostic assessment instrument model (Pujayanto et al 2018).…”

Identification of Students Misconception in The Topic of Population using Four-Tier Diagnostic Test

“…Student's misconception in this study was identified using four-tier diagnostic test. The development of diagnostic test forms from one-tier become two-tier, three-tier, and four-tier based on several considerations, for instance the certainty of the students' answer and the students' confidence in choosing the answers and explaining the reasons (Pujayanto, 2018).…”

Application of a Four-Tier Diagnosis Test for Evaluating Student's Misconception about Blood Classification

“…The four-tier multilevel multiple-choice test is free of error and misunderstanding diagnostic test, which is very practical and useful for diagnosing misconceptions. The effectiveness of the four-tier has succeeded in identifying misconceptions in various concepts such as fluid (Dewi et al, 2019), vibration and waves (Negoro & Karina, 2019), kinematics (Pujayanto, 2018), and heart and blood vessels (Syarafina et al, 2020). Exploring misconceptions that students may experience is important to develop how learning will be given to students.…”