Diagnostic test assessment on protist misconception

Abstract

One of the fatal problems emerge in educational practice is misconception as it is related to the students’ understanding. Consequently, these must be detected at the beginning of learning process. This research was conducted to construct and develop the specific diagnostic test to detect the misconception in protist material. The instrument consisted of, Evidence and Proof (EP), Structure Communication Grid (SCG), and essay. The instruments were analyzed to determine the validity, reliability, discriminatory power, and difficulty levels. As many as 351 students of grade X, XI, and XII were selected as the samples. The samples selected from three Public High Schools and three Private High Schools in Klaten Regency using stratified random sampling. The results showed that 93.10% of the columnar (EP) items, 100% of the SCG items, and 100% of the essay questions were valid; in which the all instruments were reliable. Based on discriminatory power analysis, of the three instruments developed, there was more than 50% of the items were classified as fair level. Whereas, the difficulty level of the instruments were balance. In general, the instruments can be accepted and used after revisions. These diagnostic test instruments can also be developed for another topic.

Online three-tier diagnostic test to identify misconception about virus and COVID-19

“…Based on these results, this diagnostic test item is able to distinguish between high-ability students and low-ability students. If the question can be answered by high and low level students, then the question is in the bad category because it is easy to guess or difficult to answer (Raharjo et al, 2019). The results of the different power index are shown in Figure 1.…”

“…Various types of diagnostic tests have been used in research, such as interviews, open-ended questions, multiple choice tests, and multiple-choice tests, but there are many drawbacks to using these instruments. (Raharjo et al, 2019;Suwono et al, 2021).…”

“…CRI can evaluate between students who have concepts, misconceptions, guesses, and lack of concepts (Andariana et al, 2020;Suwono et al, 2021;Taslidere, 2016). Completion of the diagnostic test into three levels of questions is called the three-tier diagnostic test (Karpudewan et al, 2015;Raharjo et al, 2019;Yunanda et al, 2019).…”

Misconceptions of biology education students in Biochemistry Course during the COVID-19 pandemic

“…On the other hand, several studies have also examined misconceptions in Biology learning. The research not only focuses on mapping and diagnosing misconceptions in students (Dikmenli, 2010;Raharjo et al, 2019;Susanti, 2018), but there are also studies that develop and evaluate diagnostic instruments that can accurately identify misconceptions in students (Queloz et al, 2017;Suwono et al, 2021). However, there is no research that specifically wants to analyze the existence of misconceptions in biochemistry lectures in Indonesia, especially during pandemic era.…”

Mathematics Creative Thinking Skills Instrument to Solve Cube and Rectangular Prism Volume Problems for Elementary School Students

“…Furthermore, a reliable instrument provides a consistent characteristic measure despite fluctuations in its background (Putri, Wahyudy, Yuliyanto, & Nuraeni, 2020). Meanwhile, the difficulty level shows the balance between easy and difficult items, and there are more easy questions between the two or show a normal curve (Lu, 2015;Raharjo, Ramli, & Rinanto, 2019). The discrimination power is the assessment of the test questions to determine the skill of the test questions to discriminate students who are classified as capable and those classified as incapable (Ndiung & Jediut, 2020).…”