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

Abstract

This study aims to develop the five-tier multiple-choice diagnostic test to identify prospective elementary school teachers' misconceptions about phase transition using descriptive and verification methods. The subjects include 149 (116 female and 33 male students) prospective elementary school teachers in one of the Elementary School Teacher Education Study Programs (ESTESP) in West Java. The stages of the study are as follows: (1) designing a five-tier test instrument to analyze students' misconceptions; (2) validation by experts; (3) instrument testing that was done on prospective teachers who have received phase transition materials; and (4) instrument testing that was done on prospective elementary school teachers who have not received phase transition teaching materials. The obtained data were analyzed descriptively using the percentage technique. In general, the results show that the developed test (FTMC-PT/five-tier multiple choice-phase transitions) is ideal for identifying students' conceptions about phase transition. However, further study to develop the test items and to analyze them accordingly as per the item response theory is required.

Diagnosing Elementary School Students' Representation of Light Concept Through the Five-tier Diagnostic Test

“…Findings on student representation profiles will illustrate strengths and weaknesses. Through this diagnostic test, researchers and teachers obtain information on concepts students still need to understand and their way of thinking in answering the test (Banawi et al, 2022). The dominance of a lack of knowledge or representation means that teacher-facilitated learning does not pay attention to students' understanding of related concepts.…”

“…Full support needs to be given to teachers in integrating various representation formats into their learning; this will impact students' mastery of scientific language. Teachers and prospective teachers must experience self-development programs such as training and professional development (Banawi et al, 2022;Wilson & Bradbury, 2021). For example, training in writing multi-mode representation teaching materials using the Triple Step Writing Strategy (TS-WS) can be done because learning content development must overcome problems found during science learning (Handayani, Sinaga, & Suhandi, 2021).…”

“…For example, learning the concept of optics will be difficult before students finish the light concept. Learning based on the representation level can provide students with conceptual understanding so that misconceptions can be reduced (Banawi et al, 2022;Cahyanto, Ashadi, & Saputro, 2019).…”

Pengembangan Perangkat Pembelajaran Fisika Strategi Konflik Kognitif berbasis Eksperimen untuk Mereduksi Miskonsepsi Peserta Didik SMA Konsep Fluida Statis

“…Beberapa peserta didik juga beranggapan bahwa tekanan fluida pada zat cair hanya mengarah ke bawah . Hal ini diperkuat oleh hasil penelitian (Kamilah & Suwarna, 2019;Banawi et al, 2022) bahwa masih terdapat banyak peserta didik yang mengalami miskonsepsi pada konsep fluida statis. Berdasarkan hasil pre-test yang diberikan pada siswa, ditemukan sebanyak 53,7% siswa yang mengalami miskonsepsi.…”

Developing Conceptual Change Text on the States of Matter and Their Changes for Prospective Elementary School Teachers

“…Learning depends on the teachers' knowledge of the materials of the current topics. In this case, the primary responsibility lies on the teachers, but it does not mean that the other factors are ignored, such as reference books and other teaching tools (Banawi et al, 2021;Karagöl & Bekmezci, 2015;Lating, 2014).…”