The Development of Four-Tier Diagnostic Test Instrument to Identify the Learners’ Misconception on Circular Motions

Nina Wahyuni; Yoga Budi Bhakti; Tatan Zenal Mutakin; Irnin Agustina Dwi Astuti

doi:10.14421/impulse.2021.11-03

Authors

Nina Wahyuni Universitas Indraprasta PGRI
Yoga Budi Bhakti Universitas Indraprasta PGRI
Tatan Zenal Mutakin Universitas Indraprasta PGRI
Irnin Agustina Dwi Astuti Universitas Indraprasta PGRI

DOI:

https://doi.org/10.14421/impulse.2021.11-03

Keywords:

Misconception, four-tier-test, diagnostic test, circular motion

Abstract

Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on circular motion material. This research is a development study using 4D models. The developed four-tier test diagnostic test instrument consists of 40 multiple-choice questions. The results of the content validation by five experts stated that the instrument was very feasible with an average percentage of 86,34%. Empirical trial results show as many as 40 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.785 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

Downloads

Download data is not yet available.

References

D. Pebriyanti, H. Sahidu, and S. Sutrio, “Efektifitas Model Pembelajaran Perubahan Konseptual Untuk Mengatasi Miskonsepsi Fisika pada Siswa Kelas X Sman 1 Praya Barat Tahun Pelajaran 2012/2013,” J. Pendidik. Fis. dan Teknol., vol. 1, no. 2, pp. 92–96, 2017.

Q. Fariyani and A. Rusilowati, “Pengembangan Four-Tier Diagnostic Test Untuk Mengungkap Miskonsepsi Fisika Siswa Sma Kelas X,” J. Innov. Sci. Educ., vol. 4, no. 2, 2015.

F. Rohim and H. Susanto, “Penerapan model discovery terbimbing pada pembelajaran fisika untuk meningkatkan kemampuan berpikir kreatif,” UPEJ Unnes Phys. Educ. J., vol. 1, no. 1, 2012.

F. N. Sholihat, A. Samsudin, and M. G. Nugraha, “Identifikasi miskonsepsi dan penyebab miskonsepsi siswa menggunakan four-tier diagnostic test pada sub-materi fluida dinamik: azas kontinuitas,” J. Penelit. Pengemb. Pendidik. Fis., vol. 3, no. 2, pp. 175–180, 2017.

R. Annisa, B. Astuti, and B. N. Mindyarto, “Tes diagnostik four tier untuk identifikasi pemahaman dan miskonsepsi siswa pada materi gerak melingkar beraturan,” J. Pendidik. Fis. dan Keilmuan, vol. 5, no. 1, pp. 25–32, 2019.

F. S. Tarisalia, I. D. A. Irawan, and T. N. Fis, “Studi Pustaka Miskonsepsi Siswa dalam Konsep Gerak Lurus, Gerak Parabola, dan Gerak Melingkar,” J. Kependidikan Betara, vol. 1, no. 4, pp. 208–217, 2020.

D. Yolenta and L. Sutrisno, “Deskripsi Miskonsepsi Siswa SMA Sekecamatan Kapuas Tentang Gerak Melingkar Beraturan Menggunakan Three-Tier Test,” J. Pendidik. dan Pembelajaran Khatulistiwa, vol. 4, no. 3, 2014.

J. Firmansyah, “Penerapan model pembelajaran generatif untuk mengurangi miskonsepsi pada materi gerak melingkar,” J. Serambi Akad., vol. 4, no. 1, 2016.

A. Rusilowati, “Pengembangan tes diagnostik sebagai alat evaluasi kesulitan belajar fisika,” 2015.

A. S. Zaleha and M. G. Nugraha, “Pengembangan instrumen tes diagnostik VCCI bentuk four-tier test pada konsep getaran,” J. Pendidik. Fis. dan Keilmuan, vol. 3, no. 1, pp. 36–42, 2017.

A. Zulfikar, A. Samsudin, and D. Saepuzaman, “Pengembangan Terbatas Tes Diagnostik Force Concept Inventory Berformat Four-Tier Test,” J. Wahana Pendidik. Fis., vol. 2, no. 1, pp. 43–49, 2017.

I. S. Caleon and R. Subramaniam, “Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions,” Res. Sci. Educ., vol. 40, no. 3, pp. 313–337, 2010.

D. S. Jubaedah, I. Kaniawati, I. Suyana, A. Samsudin, and E. Suhendi, “Pengembangan tes diagnostik berformat four-tier untuk mengidentifikasi miskonsepsi siswa pada topik usaha dan energi,” in Prosiding Seminar Nasional Fisika (E-Journal), 2017, vol. 6, pp. SNF2017-RND.

A. Alfiani, “Analisis Profil Miskonsepsi dan Konsistensi Konsepsi Siswa SMA pada Topik Suhu dan Kalor,” in PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL), 2015, vol. 4, pp. SNF2015-IV.

D. K. Gurel, A. Eryılmaz, and L. C. McDermott, “A review and comparison of diagnostic instruments to identify students’ misconceptions in science,” 2015.

Z. D. Kirbulut and O. Geban, “Using three-tier diagnostic test to assess students’ misconceptions of states of matter,” Eurasia J. Math. Sci. Technol. Educ., vol. 10, no. 5, pp. 509–521, 2014.

Kunandar, Guru Profesional Implementasi KTSP dan Sukses dalam Sertifikasi Guru. Jakarta: PT Raga Grafindo Persada, 2007.

L. Leoni, M. Maison, and M. Muslim, “Pengembangan Instrumen Tes Four-Tier untuk Mengidentifikasi Miskonsepsi Siswa Pada Materi Operasi Bentuk Akar,” J. Cendekia J. Pendidik. Mat., vol. 4, no. 2, pp. 771–778, 2020.

D. A. Prabaningtias, H. T. M. Silitonga, and D. Mahmudah, “Pengembangan Tes Diagnostik Four Tier Menggunakan Aplikasi Google Form Pada Materi Fluida Statis SMA Pontianak,” J. Pendidik. dan Pembelajaran Khatulistiwa, vol. 7, no. 10, 2018.

W. B. Sheftyawan, T. Prihandono, and A. D. Lesmono, “Identifikasi miskonsepsi siswa menggunakan four-tier diagnostic test pada materi optik geometri,” J. Pembelajaran Fis., vol. 7, no. 2, pp. 147–153, 2018.

R. Diani, J. Alfin, Y. M. Anggraeni, M. Mustari, and D. Fujiani, “Four-tier diagnostic test with certainty of response index on the concepts of fluid,” in Journal of Physics: Conference Series, 2019, vol. 1155, no. 1, p. 12078.