Development of Four Tier Multiple Choice Diagnostic Tests to Know Students' Misconceptions in Science Learning

The level of understanding and misconceptions of Tadris Biology students at Mataram State Islamic University has been analyzed. The tested sub-materials, including quantities, units, and measurements, are adjusted to the Student Semester Learning Plan in the Basic Physics Course. The method used was observation using the 3-tier Diagnostic Test. The 3-tier Diagnostic Test is a question consisting of multiple choice questions accompanied by statements of reasoning and confidence levels.. This method has three stages of student answers: concept answers, reasons, and confidence levels. Based on the results of diagnostic tests on students, it was obtained that the level of complete understanding of students was 23.53%, and the level of misconceptions was 23.53%. The level of misconception is 23.53%. Students experienced the greatest misconceptions in the physical quantities sub-material, which amounted to 52.94%, and the lowest in the measurement material at 5.89%. Most students believe that the angle is not a principal quantity, as indicated by the wrong student answers accompanied by the reasons and with a high confidence level-certainly a misconception because according to experts, the angle is also a principal quantity. Although the percentage of misconceptions is tiny, students still experience misconceptions in each submitter.

Section: δX = ½ Smallest Scale Valuementioning

confidence: 99%

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Meiliyadi,

Asyari,

Arizona

2023

“…Misconceptions are common, especially among students who are lacking in analytical abilities (Mahardika et al, 2020). Misconceptions usually emerge in students when connecting an idea comprised of many basic principles that require a deeper understanding (Meiliyadi et al, 2023). Misconception is one of the difficulties to achieving physics learning, and it must be remedied immediately so that misconceptions are not retained in following knowledge (Halim et al, 2024) Misconceptions can hinder students' understanding and complicate teaching efforts (Syuhendri, 2019).…”

Section: Introductionmentioning

confidence: 99%

Misconceptions of High School Students on Motion and Force Using the Force Concept Inventory (FCI)

Khoirunnisa,

Syuhendri,

Kistiono

et al. 2024

This research aims to identify high school students' misconceptions regarding motion and force using the Force Concept Inventory (FCI) instrument. This study used a quantitative method with respondents of 108 students in class XI science. Misconception data was obtained using FCI in the form of multiple-choice questions. There are 30 questions with five options. The results showed that a total of 46 out of 108 students (19.44%) answered 8 to 11 questions correctly, 41 students (37.96%) answered 5 to 7 questions correctly and the other 21 students (42.59%) only answered 2 to 4 questions correctly. The conclusion is students had misconceptions about the concepts of motion and force, especially on topics such as kinematics, Newton's laws, the principle of superposition, and kinds of force. This research implies the importance of understanding students' misconceptions in developing physics curricula and learning strategies in high schools. It is hoped that the research results can provide information to teachers about students' conceptual understanding so that appropriate learning strategies can be developed to correct students' misconceptions in learning.

“…Concepts are one of the initial knowledge that students must have because concepts are the basis for formulating the following principles. Students' science concepts in the teaching and learning process can be seen by evaluating the results (Juliani et al, 2021). Conceptual mastery is acquired by students by understanding concepts after learning activities.…”

Section: Introductionmentioning

confidence: 99%

Identification of Students' Misconceptions in Junior High Schools Accredited A using the Three Tier Test Instrument in Science Learning

Sari,

Arif,

Yurnetti

et al. 2024

The study aims to analyze the student's misconception profile and determine the percentage of misconceptions of class VIII students on vibration, wave, and sound material. The research subjects were 159 students in three accredited A secondary schools during the full 2022–2023 semester. This research method is descriptive quantitative. Data collection method using a diagnostic test with a three-tier test. The three-tier test of 16 questions developed by Muhammad Ainal Yaqin and Linda Rahayuningsih was then modified by researchers with a reliability of 0.94 (very high). The three-tier test instrument consists of three tiers the first level is multiple choice, the second level is a choice of reasons for the first level, and the third level is a question of the level of confidence in the first and second levels. The result of the study was a student's misunderstanding of the vibration indicator being in the low category, whereas the wave magnitude indicator, wave movement, rapid wave retardation, medium sound retardance, and sound wave are in the medium category. The study concluded that the percentage of high school students in Koto Tangah district who suffered from misconceptions of vibration, wave, and sound material was 44% in the medium category.