Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

Abstract

Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

Identifikasi Tingkat Pemahaman Konsep Siswa Pada Materi Gelombang Menggunakan Five-Tier Diagnostic Test Online

“…Salah satunya adalah tes diagnostik pilihan ganda lima tingkat (five-tier). Pada tingkat kelima dalam tes ini, guru mendapatkan informasi berupa penjelasan tentang konsep yang dimiliki siswa dalam bentuk gambar atau memberikan kesimpulan tentang konsep dan sumber yang digunakan siswa dalam menjawab terlebih dahulu [4].…”

Students’ Visual Representation of Lights and Visions

“…Teachers should be experienced in identifying their students' misconceptions (Cahyanto et al, 2019). Drawing can be used as a diagnostic test alone or with other diagnostic tools (Dirman et al, 2022). Different levels of visual representation can be used as case examples by teachers to guide students to produce more scientific visualizations (Park et al, 2020).…”

The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

“…Several researchers are concerned about the problem of misconception. They investigate and develop the types of instruments for diagnosing the misconceptions (Anam et al, 2019;Dirman et al, 2022;Gurel et al, 2015;Habiddin & Page, 2019;Schleigh et al, 2015), identify the learning materials leading to misconceptions (Alwan, 2011;Kartal et al, 2011;Taşar, 2010) and find the proper learning strategies or methods for remediating the misconceptions (Baser, 2006;Foster, 2012;Halim et al, 2014;Samsudin et al, 2021;Saputri & Sarwanto, 2011;Taufiq, 2012;Taufiq & Hindarto, 2011).…”