Tes Diagnostik Four Tier untuk identifikasi pemahaman dan miskonsepsi siswa pada materi gerak melingkar beraturan

Annisa, Rizki; Astuti, Budi; Mindyarto, Budi Naini

doi:10.25273/jpfk.v5i1.3546

Cited by 14 publications

(15 citation statements)

References 4 publications

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“…Therefore, the experts of assessment and circular motion were very important for the validation stage [17]. Astutik (2018) [5] involved experts to validate the developed diagnostic test. Five experts validated the developed question items based on three assessment aspects: material, construct, and language aspects.…”

Section: The Designing Stagementioning

confidence: 99%

“…This matter requires further review and it is not merely a test of learning achievement. A test should be able to analyze the learners' misconceptions [5].…”

Section: Introductionmentioning

confidence: 99%

“…One of the ways to detect misconceptions is the diagnostic test [5]. It is a test to check the strength and the weakness of the learners while learning a concept.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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: The Designing Stagementioning

confidence: 99%

“…This matter requires further review and it is not merely a test of learning achievement. A test should be able to analyze the learners' misconceptions [5].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

show abstract

“…In the field of physics, misconceptions almost occur on various topics (e.g. Angraini & Prahmana, 2019;Annisa, Astuti, & Mindyarto, 2019;Kaniawati et al, 2019;Nisa et al, 2019;Safriana & Fatmi, 2018;Slater, Morris, & https://doi.org/10.30599/jipfri.v5i1.856 McKinnon, 2018;Wulandari, 2019). One of the most exciting topics to research is heat and temperature.…”

Section: Introductionmentioning

confidence: 99%

Four-Tier Heat and Temperature Diagnostic Test (4T-HTDT) to Identify Student Misconceptions

Sukarelawan

Sriyanto

Puspitasari

et al. 2021

JIPFRI

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There are limited studies on the diagnosis of heat and temperature misconceptions using a four-tier instrument diagnostic test. Therefore, this study aims to identify misconceptions in heat and temperature material. The survey research was conducted on 164 students at SMAN 2 Bantul. Students were selected using a convenience sampling technique. Identification of student misconceptions using the Four Tier Heat and Temperature Diagnostic Test (4T-HTDT). Students' conceptual understanding is calculated using the percentage technique. The results of this study indicate that there are still many students who have misconceptions on the concept of "heat-temperature as an extensive quantity" and "heat-temperature depends on material objects". The findings are expected to be a strategic step for designing appropriate remedial teaching.

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“…Misconception is an initial concept as a result of knowledge construction that is not in accordance with scientific concepts (Alhinduan, Kurniawan, and Muliyani, 2016;Suparno, 2013). Physics, as a branch of science that emphasizes mastery of concepts for intellectual abilities (Saputri & Nurussaniah, 2015), in fact, tends to contain misconceptions in all areas of study (Wandersee, Mintez, and Novak, 1994), such as in the material of Earth and Space Sciences (Fauzia and Madlazim, 2015), Regular Circular Motion (Annisa, Astuti, and Mindyarto, 2019), Newton's Law (Zulvita, Halim, and Kasli, 2017), Heat Temperature (Zayyinah, Munawaroh, and Rosidi, 2018), and Energy Effort (Maison, Lestari, and Widaningtyas, 2020). The factors causing high level of misconceptions in the field of physics studies include the cognitive abilities of students, the teacher's ability and mastery of material, the context of learning, teaching methods and textbooks (Suparno, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Diboracy (Digital Book Containing Scientific Literacy) in Reducing Misconceptions on Newton’s Law of Gravity

2020

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The low utilization of technology and scientific literacy skills lacking in the classroomsremaina major problem in the learning and teaching process, specifically in influencing students' conceptual understanding. This research aims to analyze the effect of Diboracy (Digital Book Contained Scientific Literacy) in reducing misconceptions in Newton's law of gravity. This research uses experimentalresearch design with one group pre-test-post-test conductedon research subjects which were selected through random sampling technique. The sum of the research subjects include 38 students. The data instruments include tests and non-tests instruments. The test distributed is in the form of multiple choice questions equipped with CRI to measure the misconceptions, while the non-test assessmenttakes form of questionnaires to determine students’ responses to Diboracy. Data analysis was performed through t-test on student learning outcomes and the students’ questionnaire responseswhich resulted in the average percentages. Based on the analysis, it can be concluded that: (1) there is an effect in reducing students’ misconceptions when Diboracy is implemented, specifically regarding Newton's law of gravity; (2) students give better responses to Diboracy than textbooks.

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Tes Diagnostik Four Tier untuk identifikasi pemahaman dan miskonsepsi siswa pada materi gerak melingkar beraturan

Cited by 14 publications

References 4 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

Four-Tier Heat and Temperature Diagnostic Test (4T-HTDT) to Identify Student Misconceptions

The Effect of Diboracy (Digital Book Containing Scientific Literacy) in Reducing Misconceptions on Newton’s Law of Gravity

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