The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

Maison, Maison; Kurniawan, Dwi Agus; Widowati, Retno

doi:10.23887/jpp.v54i2.35261

Cited by 4 publications

(3 citation statements)

References 15 publications

(15 reference statements)

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“…This four-tier test format instrument is used to diagnose students' level of conception of a chemical concept, but this instrument is rarely used. In addition, the four-tier diagnostic test is the best current test instrument for measuring misconceptions because it can measure respondents' misconceptions accurately so that conclusions drawn are free from errors and lack of knowledge (Maison, Kurniawan, & Widowati, 2021).…”

Section: Discussionmentioning

confidence: 99%

Identification of Students' Misconceptions on Hydrocarbon Material Using a Four-Tier Multiple Choice Diagnostic Test

Karini

Fikroh²,

Cahyani³

2022

JPKI

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As one of the sciences, some students consider chemistry complex and abstract, so many misconceptions arise. One of the chemistry topics that cause many misconceptions is hydrocarbons. A misconception is an understanding of concepts in students' minds that are contrary to scientific concepts. This research aimed to identify the student’s understanding and misconception of hydrocarbon. The study was qualitative descriptive research. Qualitative descriptive research was used to identify student misconceptions using the four-tier test. The sample of the research was 24 students. The instruments used in this research are four test levels which include (1) multiple-choice, (2) confidence rating of the answer beliefs, (3) reason for the answer, and (4) confidence rating of the reasoning. The result shows that 24,7% of students well-understood hydrocarbon concepts, 32,1% do not understand, and 43,2% have misconceptions. Misconceptions in this research are divided into three categories: low, moderate, and high. The students experience misconceptions with high criteria on the concept reaction of hydrocarbon (66,7%), moderate criteria on the concept of determining hydrocarbon compound (31,3%), the nomenclature of hydrocarbon compound (56,3%), types atom carbon (37,5%), Physical and Chemical Properties (45,8%), isomers (47,9%) and low criteria on the concept of characteristics of carbon atoms (16,7%).

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Section: Discussionmentioning

confidence: 99%

Identification of Students' Misconceptions on Hydrocarbon Material Using a Four-Tier Multiple Choice Diagnostic Test

Karini

Fikroh²,

Cahyani³

2022

JPKI

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“…This indicates that most students have a good understanding of the concepts related to the topic of plant reproduction. The evidence for this is seen in their ability to answer the questions correctly in tier I, demonstrate appropriate reasoning in tier III, and exhibit a high level of confidence in selecting their answers (Agus & Sari, 2021). They are able to apply their knowledge effectively and have confidence in their responses.…”

Section: Conception Categories About Reproduction In Plantsmentioning

confidence: 96%

Analysis of Students Misconceptions About Reproduction in Plants Using a Four-Tier Diagnostic Test

Amelia,

Thomas,

Rusyati

2024

JPMIPA

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Diagnosing students' conceptions is extremely valuable for assessing their level of understanding and preventing misconceptions. The four-tier test is a diagnostic instrument specifically designed to identify students' misconceptions, assess their grasp of concepts, and uncover confidence levels in their answers. Misconceptions refer to concepts that students comprehend but do not align with scientific understanding, Reproduction in plants is one of the subjects that can reveal misconceptions. yet students remain confident in their comprehension. Reproduction in plants is one of the subjects that can reveal misconceptions. To diagnose students' conceptions of plant reproduction, a set of four-tier multiple-choice questions was distributed to 101 9th-grade students who had previously studied the topic. Students' conceptions were classified into categories: scientific knowledge, false positives, false negatives, misconceptions, and lack of knowledge. Data analysis was conducted using MS Excel to calculate percentages and frequencies. The results demonstrate that students had a higher percentage of correct understanding compared to misconceptions. However, one particular subtopic, fertilization in plants and seed dispersal, exhibited the highest occurrence of misconceptions. This can be attributed to the students' overall strong scientific knowledge in these schools. To address identified misconceptions, teachers should establish connections between the material and real-life situations, engage students in projects and discussions, and openly discuss misconceptions. Additionally, introducing Latin terminology related to the subject matter can help familiarize students with the language used in the material. By implementing these strategies, teachers can effectively address misconceptions, promote a deeper understanding of plant reproduction, and provide meaningful learning experiences for students.

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“…Obtained on the parabolic motion material shows the lowest average of other materials. In line with this, students also experience misconceptions about parabolic motion material by assuming the time required for a heavy ball is less because the greater the mass of an object, the greater the gravitational attraction [10,11], and consider objects with heavier masses will travel a total displacement, which is closer to the launch point when compared to lighter mass objects [10,12]. Learning outcomes data from the daily assessment are presented in Table 1.…”

Section: Introductionmentioning

confidence: 99%

Combination Design of Knowledge Dimensions and Thinking Process Levels on Parabolic Motion Learning Devices for Physics Learning in Pekanbaru City High School

et al. 2022

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The 2013 curriculum for high school physics lessons mandates teachers to change learning patterns that are "tell" to "find out" through a combination of various dimensions of knowledge and levels of thinking processes that students must master. It’s hoped that through learning, there will be an increase in students' knowledge competence and thinking process abilities. The initial study results indicate the need for a design of a combination of knowledge dimensions and levels of thinking processes in the form of learning devices. This study aims to develop a learning device design oriented to the combination of the dimensions of knowledge and the level of the thought process of parabolic motion material for physics learning at SMAN in Pekanbaru City. The type of research is Research and Development (R&D), with the ADDIE development model reduced to the development stage. This study involved three physics lecturers, FMIPA UNP, as expert judgment and learning practitioners, namely three physics teachers at SMAN 2, 7, and 12 Pekanbaru. The research object is lesson plans, teaching materials, and evaluation instruments. The results showed that the theoretical validity of learning devices consisting of lesson plans, teaching materials, and evaluation instruments according to the expert team was 0.74 and was in the medium category or with valid interpretations. According to the practitioner team, the theoretical practicality of learning devices was 0.96 and is in the high category or very practical. Thus, the learning device can be continued with field trials to learn physics at SMAN in Pekanbaru City.

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The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

Cited by 4 publications

References 15 publications

Identification of Students' Misconceptions on Hydrocarbon Material Using a Four-Tier Multiple Choice Diagnostic Test

Identification of Students' Misconceptions on Hydrocarbon Material Using a Four-Tier Multiple Choice Diagnostic Test

Analysis of Students Misconceptions About Reproduction in Plants Using a Four-Tier Diagnostic Test

Combination Design of Knowledge Dimensions and Thinking Process Levels on Parabolic Motion Learning Devices for Physics Learning in Pekanbaru City High School

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