Diagnosis misconceptions of junior high school in Lamongan on the heat concept using the three-tier test

Abstract

Misunderstanding is one of the causes of junior high school students in the city of Lamongan learning difficulties, especially studying physics material. The aim of this study was to investigate whether the three-tier test able to identify student misconceptions. Based on the research objectives to be achieved, this research is a descriptive study using descriptive qualitative methods in explaining the research results. The technique of collecting data through tests is by using a Three-Tier Test diagnostic instrument and open interview. Diagnostic results data are expressed in terms of percentage of the students’ conception categories. The sample of this research is the students who have received the Heat material, seventh graders. The subjects of this study were grade VII students totaling 150 students with details of 60 male students and 90 female students with age around 12 to 13 years old. Besides using written tests, interviews were conducted on several students to verify the results of the three-tier test. From the analysis of three-tier test diagnostic data students showed that from 47% including the criteria to master the concept, while the remaining 38% experienced misconceptions, 5% guess or not believe in the answers, and 10% don’t know the concept. Conclusions of this study is the three-tier test that has been developed on Heat topic is able to identify misconceptions students quickly and accurately. Therefore, a three-level diagnostic test tool that has been developed to diagnose students ‘misconceptions about temperature and heat materials can identify students’ misconceptions quickly and accurately.

Pengembangan Lembar Kerja Peserta Didik Elektronik berbasis Science, Technology, Engineering, and Mathematics untuk Meningkatkan Kreativitas Siswa SMP

“…(2015) bahwa materi suhu dan kalor merupakan materi yang cukup sulit dan memiliki penguasaan konsep yang abstrak, sehingga guru harus bisa memanfaatkan media yang ada agar interaksi belajar mengajar dapat berlangsung dengan menyenangkan. Haryono (2020) materi suhu dan kalor memiliki konsep fisika yang sering terjadi miskonsepsi yang diakibatkan oleh keterbatasan dalam pengamatan dan pengalaman dalam lingkungan sehari-hari kaitannya dengan kehidupan siswa. Menurut Alfiana (2021) kalor dan suhu merupakan salah satu konsep yang memerlukan pemahaman konsep yang tinggi karena termasuk dalam konsep yang abstrak dan teoritis.…”

Instrumen Three-Tier Test Berbasis Kemampuan Representasi Matematis untuk Mengetahui Miskonsepsi Siswa

“…Tes pilihan ganda sering kali lebih diutamakan karena mudah untuk diaplikasikan dalam mengukur pemahaman siswa terkait suatu konsep/materi, namun tes pilihan ganda biasa memiliki beberapa keterbatasan dalam pengaplikasiannya, seperti dalam menentukan apakah siswa memberikan respon benar terhadap tes secara sadar atau kebetulan (Masfuah dkk., 2021). Salah satu bentuk instrumen tes untuk mengidentifikasi miskonsepsi adalah Three-Tier Test (Haryono & Aini, 2021). Jenis tes ini dianggap mampu mendiagnosa miskonsepsi siswa dengan baik, sebab terdapat tingkat kedua dari tes yang menanyakan alasan untuk jawaban responden di tingkat pertama dan juga tingkat ketiga yang menanyakan seberapa percaya diri responden dengan jawabannya (Asbar, 2017;Suriani, Wola, & Komansilan, 2022).…”

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

“…To achieve a three-tier, an additional layer of Certainty of Response Index (CRI) was proposed to supplement the limitations of the two-tier method. The three-tier test is formed as answer choice plus rationale plus CRI [3][4][5][6][7][8]. Eventually, the three-tier test evolved into a four-tier test.…”