Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception

Abstract

The aims of this research is to develop a two-tier test instrument to diagnose students' conceptual understanding abilities and knowing the level of student misconceptions on the topic of simple harmonic motion. The method in this research is 4D Research and Development (Define, Design, Develop, and Disseminate) by Thiagarajan and Semmel. The define stage is to conduct a literature study and observation in determining the focus of the problem. The design and develop stage is a modification of test instrument development procedure from the Oriondo & Dallo-Antonio models, namely: (1) Test design, (2) Trying out, (3) Test assembly, and measurement. The disseminate stage is conducting a seminar on the implementation result. The content validity of the nine items test was declared valid with Aiken's V coefficient ≥ 0.76. The test instrument has been validated and declared valid and reliable has seen from the entire INFIT MNSQ item in the range of 0.77-1.30. The data analysis technique using the PCM 1 PL model with Polytomous scoring. The test instrument developed and tested to 60 students of Class X MIPA was able to measure the error of students by 30.5% having misconceptions and by 27.6% not understanding the concept. Of the nine items given with different conception, the largest percentage of students' misconceptions is in item number 4, which is 68.3% of students experiencing a misconception about the relationship of spring length to their frequency value.

Developing MOFI on Transverse Wave to Explore Students’ Misconceptions Today: Utilizing Rasch Model Analysis

“…Several studies have developed multiple-choice tests in the form of two-tier instruments (Lengkong et al, 2021), three-tier (Taslidere, 2016;Gurcay & Gulbas, 2015;Caleon & Subramaniam, 2010), and four-tier (Kaltakci- Gurel et al, 2017;Kaniawati, et al, 2019;Laliyo et al, 2021). The four-tier diagnostic instrument is the latest development after two-tier and three-tier instruments.…”

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].…”

Diagnostic Tests as an Important Pillar in Today’s Physics Learning: Four-tier Diagnostic Test a Comprehensive Diagnostic Test Solution

“…However, accompanied by the reason for obtaining the solution [3]. The 2-tier test assessment is classified as a basic diagnostic test in the form of a multilevel assessment that can identify the weaknesses and mistakes of students towards a concept [20]. The results of the research that has been carried out prove that the 2-tier test assessment succeeded in reducing the guess factor on multiple-choice items [3,20].…”

“…Figure 2 is an example of multiple choice questions for a 1-tier diagnostic test [21]. The answers given by students regarding the 2-tier test items provide four categories of analysis, as shown in Table 1 [20]. The answer criteria in the 2-tier test are able to classify students into three categories, namely understanding concepts, misconceptions, and not understanding concepts.…”