Development of e-learning-based three-tier diagnostics test on the basic physics course

Abstract

This research about development of three tier diagnostic tests Based on e-learning to identify student misconceptions of student in physics education department Universitas Syiah Kuala. This research uses ADDIE model and random sampling techniques. The sample in this study was physics education students in odd semester 2018/2019 consisting of first semester students in class A, B, and C with 56 students. The instrument used in the form of test validation. The data obtained were analyzed using validity, reliability, difference power, difficulty level, normality test, homogeneity and t-test. The results showed that the misconceptions of class A and C students were remediated compared to class B. This indicates that e-learning based three-tier diagnostic tests are effectively used to identify student misconceptions.

The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

“…The data were collected twice, namely before treatment (Q1) and after treatment (Q2) using a three-tier diagnostic test. These diagnostic tests were adopted from previous investigators [8,61,62]. The validity of the three-tier diagnostic test instrument-based elearning, which is measured by its validity and reliability values, has been tested and calculated by previous researchers as shown in Table 2.…”

“…Some of the results of the previous studies show that the identification of conceptual understanding in science learning, especially physics, was categorized into (a) knowledge of correct concepts (KCC), (b) lucky guessing (LG), (c) lack of knowledge (LK), and (d) misconception (Mis) [8][9][10][11]. The results of the previous studies also show that every effort made to reduce misconception was only part of (a) knowledge of correct concepts and (d) misconception, which has more dominant changes [61,62,65,66]. The first stage analysis of this study also shows that the LG and LK categories were less dominant, experiencing a change in the percentage between before treatment (pretest) and after treatment (posttest).…”

The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses

“…Misconception research, especially misconception in the field of physics, has been studied since the 70s (Cronbach 1970;Champagne et al 1980;Carey 1985;Clement 1982), covering three main stages, namely (a) Development of diagnostic test instruments (Treagust 1988;Halim et al 2009b;Karunia & Rinaningsih 2013;Halim et al 2016;Halim et al 2017;Halim et al 2018a;Halim et al 2018c;Halim et al 2020a;Resta et al 2020), (b) Identification and Analysis of causes of misconception Saputri et al 2011;Halim et al 2020b), and (c) Remediation of misconceptions (Zukhruf et al 2016;Junike et al 2016;Putra et al 2016). The term remediation or restoring misconceptions has been used with various types of words by education experts, including the use of the term fighting or to combat (Martinez et al 2013;Styer 1996) and the antidote to the misconception (Styer 1996;Baxter & Amory 2004), overcoming or overcoming misconceptions used in educational research (Halim et al 2011;Tarmizi et al 2017;Zainuddin et al 2020), avoiding or to prevent and oppose or challenge misconceptions (Kose 2008;Pekmez 2010;Yang & Senocak 2013;Zainuddin et al 2020), the elimination or eradicating of misconceptions (Ammons & Eickman 2011;Mansournia 2018).…”

“…While the use of E-learning technology (online) is still used so far for the implementation of learning and evaluation, for example, used for learning media (Hung 2010;Irwandi et al 2018;Chiral et al 2018), learning evaluation instruments (Wang 2010 ; Al-Junda 2017; Shute & Rahimi 2017), measuring student learning outcomes (Islamiyah & Lilis 2016;Adam et al 2013), measuring students' language and metacognitive skills (Dalia 2017), evaluating distance learning with E-Learning (Al-Junda 2017; Wang 2007), and online student activity assessment (Shute & Rahimi 2017;Elena 2018;Vida & Brigita 2014;Nurmalia et al 2020). Related to the use of mastery studies of concepts and misconceptions, E-learning has been used for the development of two-tier diagnostic test instruments (Halim et al 2018c) and three-tier (Resta et al 2020). While remediation using web modules or Elearning has been carried out in several concepts, including the ecological concept (Hidayatun et al 2015) and the photoelectric effect (Halim et al 2018c).…”

“…There are several advantages of the E-RemMis package, including test participants will know the test results or feedback after answering all the test items, including concepts that are misunderstood and concepts that have been correctly understood. The implementation of the E-RemMis package is based on a combination of several previous models, including; empirical studies of E-Learning (Chiral et al 2018), theories and techniques of E-Learning (Berman 2006), development of an integrated Geogebra E-Learning module (Halim et al 2020c), development of four-tier diagnostic tests (Hakim et al 2012), and the development of E-Learning diagnostic tests (Halim et al 2018c;Resta et al 2020). There are e-Jurnal: http://doi.org/10.21009/1 three advantages and remediation problems that will be solved through this research, namely; overcoming the lateness of students knowing the results of remediation, overcoming geographic factors (space and time) for the implementation of misconception remediation, and overcoming delays in the remediation of concepts that are misunderstood by test takers.…”