Diagnostic Test with Four-Tier in Physics Learning: Case of Misconception in Newton’s Law Material

Maharani, Laila; Rahayu, Dwi Istati; Amaliah, Eni; Rahayu, Ria Respati; Saregar, Antomi

doi:10.1088/1742-6596/1155/1/012022

Cited by 21 publications

(17 citation statements)

References 13 publications

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“…This step was done by adapting the format to the development of the Four-tier multiple-choice test that has been developed by the expert (Anggrayni & Ermawati, 2019;Caleon & Subramaniam, 2010;Maharani et al, 2019;Pujyanto et al, 2018).…”

Section: Developing Diagnostic Instrument a Developing Four-tier Multiple-choice Immune System Testmentioning

confidence: 99%

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Andriani

Indrowati

Widoretno

2021

Biosfer

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The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.

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Section: Developing Diagnostic Instrument a Developing Four-tier Multiple-choice Immune System Testmentioning

confidence: 99%

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Andriani

Indrowati

Widoretno

2021

Biosfer

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“…Jika tidak segera diatasi, maka miskonsepsi akan menyebabkan rendahnya prestasi belajar siswa (Pesman & Eryilmaz, 2010). Oleh karena itu, identifikasi miskonsepsi siswa menjadi salah satu langkah awal yang perlu segera dilakukan untuk menangani miskonsepsi (Maharani, Rahayu, Amaliah, Rahayu, & Saregar, 2019).…”

Section: Pendahuluanunclassified

“…Penambahan tingkatan tersebut, merupakan perbaikan dari instrumen three-tier test yang tidak dapat membedakan tingkat kepercayaan untuk jawaban (tier 1) atau untuk alasan (tier 3), karena hanya menyertakan satu tingkatan peringkat keyakinan/ confidence rating (Kaltakci-urel et al, 2017). Selain itu, dengan menggunakan four-tier test dapat dilakukan pengelompokkan terhadap level konsepsi siswa berdasarkan analisis kombinasi jawaban siswa (Kaniawati, et al, 2019), yang berguna untuk mengetahui secara mendalam tingkat pemahaman siswa terhadap suatu konsep (Maharani, Rahayu, Amaliah, Rahayu, & Saregar, 2019).…”

Section: Pendahuluanunclassified

Pengembangan Instrumen Five-Tier NewtonÃ¢â¬â¢s Laws Test (5TNLT) Untuk Mengidentifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa

Rosita

Liliawati

Samsudin

2020

J. Pendidik. Fis. Teknol.

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This study aims to identify students' misconceptions on Newton's Law using the Five-Tier Newton's Laws Test (5TNLT) instrument. The process of identifying misconceptions is carried out as one of the first steps to overcome student misconceptions. The method used in this study uses the 4D model (Defining, Designing, Developing, and Disseminating). Participants involved in this study consisted of 327 students (198 female and 129 male), who came from 2 public high schools and 1 private high school in Bandung. Based on the research, it was found that the 5TNLT instrument developed by the researcher could be used to identify misconceptions and causes of students' misconceptions on Newton's Law. All items on the 5TNLT instrument are valid and reliable enough to measure student misconceptions. The highest percentage of misconception categories is shown in the MC-PT (Misconception from personal thoughts) category, which is 50.21%, while the smallest percentage is shown in the MC-I (Misconception from the internet) category, which is 14.82%.

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“…Previous knowledge shows a significant part of learning information. Students' previous knowledge that is not in line with scientific concepts (known as misconceptions or alternative conceptions) is a major problem in learning (Buber & Coban, 2017;Costu et al, 2010;Irwansyah et al, 2018;Kurniawan et al, 2019;Latifah et al, 2019;Maharani et al, 2019;Samsudin et al, 2017;Tortop, 2012). Students must have a conceptual understanding because this is the most rudimentary thing in learning physics (Putranta & Supahar, 2019).…”

Section: Introductionmentioning

confidence: 99%

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

Fratiwi¹,

Samsudin²,

Ramalis³

et al. 2020

EUROPEAN J ED RES

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The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

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Diagnostic Test with Four-Tier in Physics Learning: Case of Misconception in Newton’s Law Material

Cited by 21 publications

References 13 publications

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Pengembangan Instrumen Five-Tier NewtonÃ¢â¬â¢s Laws Test (5TNLT) Untuk Mengidentifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

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Diagnostic Test with Four-Tier in Physics Learning: Case of Misconception in Newton’s Law Material

Cited by 21 publications

References 13 publications

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Pengembangan Instrumen Five-Tier NewtonÃ¢â¬â¢s Laws Test (5TNLT) Untuk Mengidentifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa

Developing MeMoRI on Newton’s Laws: For Identifying Students’ Mental Models

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Product

Resources

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Pengembangan Instrumen Five-Tier NewtonÃ¢â¬â¢s Laws Test (5TNLT) Untuk Mengidentifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa