Four-Tier Diagnostic Test With Certainty of Response Index on The Concepts of Fluid

Diani, Rahma; Alfin, J.; Anggraeni, Yuni; Mustari, Mukarramah; Fujiani, Dwi

doi:10.1088/1742-6596/1155/1/012078

Cited by 25 publications

(22 citation statements)

References 12 publications

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“…The process to reveal the learners' misconceptions required a specific fourtier diagnostic test than the typical multiple-choice. Multiple choice had limitations because it could not differ the correct answers due to the correct reasons and correct answers with incorrect reasons [12], [15], [21].…”

Section: Expertsmentioning

confidence: 99%

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

Wahyuni

Bhakti

Mutakin

et al. 2021

Impulse

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Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on circular motion material. This research is a development study using 4D models. The developed four-tier test diagnostic test instrument consists of 40 multiple-choice questions. The results of the content validation by five experts stated that the instrument was very feasible with an average percentage of 86,34%. Empirical trial results show as many as 40 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.785 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

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Section: Expertsmentioning

confidence: 99%

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

Wahyuni

Bhakti

Mutakin

et al. 2021

Impulse

View full text Add to dashboard Cite

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“…Examples of indicator and creative thinking test questions are presented in Table 2. A good diagnostic test should provide an accurate description on misconception experienced by students based on information on mistake made (Diani, Alfin, Anggraeni, Mustari, &Fujiani, 2019). The four-tier diagnostic test is a development of three-tier multiple choice test (Fariyani, Rusilowati, & Sugianto, 2015).…”

Section: Instrumentmentioning

confidence: 99%

Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students

Sumarni

Setiandi

Sunandar

2020

Biosfer

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Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.

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“…In addition, the combination of two-tier instrument with CRI has been proven effective in knowing students' conceptions (Diani et al, 2019;Hasan et al, 1999;Hasan, Bagayoko, & Kelley, 2016;Helmi et al, 2019). CRI (Certainty of Response Index) is the measure of respondents' confidence or certainty level in answering each question given.…”

Section: Figure 1 Graphic Of Students' Conceptual Understandingmentioning

confidence: 99%

“…The confidence scale used in this CRI is 0-5. The advantages of this method are in terms of ease, accuracy, and speed of the process to identify and analyze data (Diani, Alfin, Anggraeni, Mustari, & Fujiani, 2019;Helmi, Rustaman, Tapilow, & Hidayat, 2019).…”

mentioning

confidence: 99%

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Cahyanto

Ashadi

Saputro

2019

jipi

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Every teacher has experiences to identify and find out students who have misconceptions in their classrooms. Misconceptions that occur can differ between male and female students. The purpose of this study was to analyze the effect of gender on misconceptions in the lesson of the material classification and its changes. The survey-aiming method was used in this study. A total of 62 students from one of the state junior high schools in the city of Surakarta consisting of 34 male students and 28 female students were involved as the subjects in this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic instrument that was equipped with the Certainty of Response Index method. The formulation of this study problem was: “How are the differences of misconceptions between male and female students in learning the material classification and its changes?” This study showed that female students tended to have misconceptions on the competency achievement indicator vis-a-vis explaining the understanding of elements, compounds and mixtures, while male students tended to have misconceptions on the competency achievement indicator pertinent to distinguishing elements, compounds, and mixtures. In general, female students had better conceptual knowledge than male students. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for educators to identify and resolve students’ misconceptions

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Four-Tier Diagnostic Test With Certainty of Response Index on The Concepts of Fluid

Cited by 25 publications

References 12 publications

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

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