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

Sukarelawan, Moh. Irma; Sriyanto, Sriyanto; Puspitasari, Ariati Dina; Sulisworo, Dwi; Hikmah, Ulfiana Nurul

doi:10.30599/jipfri.v5i1.856

Cited by 5 publications

(3 citation statements)

References 14 publications

(19 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Miskonsepsi menjadi isu utama dalam pendidikan karena menghambat proses pembelajaran (Sukarelawan et al, 2021). Menurut Gooding dan Metz (2011), siswa yang mengalami miskonsepsi sering kali mengubah atau menolak penjelasan ilmiah suatu fenomena.…”

Section: Pendahuluanunclassified

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

Saputri

Hartatiana

Mabruroh

2022

Berk. Fis. Indones. J. Ilm. Fis. Pembelajaran dan Apl.

View full text Add to dashboard Cite

Penelitian ini bertujuan menggunakan instrumen tes diagnostik 4 tahap untuk mengidentifikasi miskonsepsi fisika siswa kelas X materi gerak lurus. Jenis penelitian yang digunakan adalah Penelitian survei. Survei dilakukan di SMA Muhammadiyah 1 Palembang, selaku sekolah yang dijadikan subjek penelitian. Tes diagnostik 4 tahap terdiri atas 4 tingkatan, yaitu pilihan ganda, tingkat keyakinan pilihan, alasan dan tingkat keyakinan alasan. Miskonsepsi siswa dianalisis menggunakan teknik analisis persentase. Hasil diagnosis menunjukkan bahwa persentase siswa yang paham konsep sebesar 8,75%, persentase siswa yang tidak paham konsep sebanyak 45,75%, persentase siswa yang mengalami error 6,44% dan persentase siswa yang mengalami miskonsepsi adalah 38,46%. Miskonsepsi yang terjadi pada siswa diakibatkan karena kurangnya pemahaman konsep pada materi gerak lurus.

show abstract

Section: Pendahuluanunclassified

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

Saputri

Hartatiana

Mabruroh

2022

Berk. Fis. Indones. J. Ilm. Fis. Pembelajaran dan Apl.

View full text Add to dashboard Cite

show abstract

“…There has been an increase in the study of student's misconceptions in the field of physics education over the last seven decades, especially on the topic of heat and temperature [1]- [5]. Various types of diagnostic instruments on this topic have been widely implemented, for example, Interview [6], [7], openended [8], conventional multiple-choice [9], [10], two-tier diagnostic test [11], [12], three-tier diagnostic test [13]- [15], and four-tier diagnostic test [3], [11], [16], [17]. Interview and open-ended instruments can provide a more detailed and in-depth picture of students' conceptual understanding [18], [19].…”

Section: Introductionmentioning

confidence: 99%

An investigation of item bias in the four-tier diagnostic test using Rasch model

Jumadi

Sukarelawan

Kuswanto

2023

IJERE

View full text Add to dashboard Cite

The existence of item bias in a set of measuring instruments can threaten the instrument’s validity. Based on the Rasch model, this study evaluated item bias in the four-tier heat and temperature diagnostic test (4T-HTDT). This study used a cross-sectional quantitative survey method. There were 241 students selected using a stratified random sampling technique. The 4T-HTDT instrument consisted of 20 items grouped into five concept groups. Students’ conceptual understanding was grouped into five categories, namely scientific knowledge (Rating=5), false positive (Rating=4), false negative (Rating=3), misconceptions (Rating=2), and lack of knowledge (Rating=1). The differential item functioning (DIF) score was used to evaluate item bias in the 4T-HTDT. Bias was reviewed based on the respondent’s gender, class, and school. The item has DIF if the probability value is <5%. The results showed that 35% (7 out of 20 items) spread over five groups of heat and temperature concepts were biased. However, excluding seven DIF items from the measurement set would not significantly affect the composition and distribution of items. Thus, the 13 items in the 4T-HTDT instrument are free from bias and can be used to evaluate the conceptual understanding of high school students.

show abstract

“…In creating an active and fun physics learning process, the practicum module not only contains material but must also be able to guide students to be active in learning activities (Astuti et al, 2018;Pratono et al, 2018) and practicum so that students' critical thinking skills can be formed (D. A. Sari et al, 2019;Sukarelawan et al, 2021). In addition, in practicum activities, it is hoped that students will be able to improve their science process skills (Sunaryo et al, 2022;Uğur et al, 2020;Yusuf & Widyaningsih, 2020), therefore a practicum module is needed that is able to guide students in carrying out practicum.…”

Section: Introductionmentioning

confidence: 99%

Developing Virtual Physics Practicum Module of Optic Based on Guided Inquiry to Improve Students' Science Process Skills

Bhakti

Sumarni

Mayanty

et al. 2023

JoSSEd

View full text Add to dashboard Cite

Science process skills are one of the competencies that must be possessed by students after attending physics learning. Science process skills can be obtained by practicum activities both in person and virtually. However, the availability of virual physics practicum modules is not widely available in schools, even though there are some materials that cannot be done directly. Therefore, a guided inquiry-based virtual practicum module is needed to improve students' science process skills in learning physics. This development research using 4-D method (Define, Design, Develop, and Disseminate). In the development of this module, the researchers only come to the third stage of the four stages. Validation results from experts get an average score of 86% interpretation which means that the module is included in the criteria worthy of use in learning even with the notes of experts to revise some of the components present in this module so that this module complies with existing standards. The results of the analysis of student responses to the practicum module obtained a total average of 85% with the category is "strong." This shows almost all the students gave a positive response to the virtual practicum module based guided inquiry. The development of virtual practicum modules based guided inquiry can improve science process skills of the students, with the average score of students‟ science process skills before using a virtual practicum module based guided inquiry of 2.63 and the average score of students‟ science process skills after using a virtual practicum module based guided inquiry of 3.30

show abstract

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

Cited by 5 publications

References 14 publications

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

Identifikasi miskonsepsi siswa menggunakan tes diagnostik 4 tahap pada materi gerak

An investigation of item bias in the four-tier diagnostic test using Rasch model

Developing Virtual Physics Practicum Module of Optic Based on Guided Inquiry to Improve Students' Science Process Skills

Contact Info

Product

Resources

About