Virus-bacteria diagnostic test (vbd-test) in identifying biology teacher’s misconception
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.144-156Keywords:
Biodiversity, misconception, multiple choice, protistAbstract
Virus-Bacteria Diagnostic Test (VBD-Test) is three-tier diagnostic instrument for identification virus and bacteria topics. The purpose of this study was to determine the empirical validity of the VBD-Test and identify misconceptions of virus and bacteria topics in biology teachers in Malang using VBD-Test. The development research model used was the Treagust development model, namely (1) Defining content, (2) Obtaining information, and (3) Developing a diagnostic test. The empirical validity on the VBD-Test was carried out with the Pearson correlation test using Excel, while the reliability on the VBD-Test was carried out with a spearman brown split-half method using Anatest 4.0.2. There are six valid questions and eight invalid questions on the virus topic, while in bacteria topics, there are nine valid questions and six invalid questions. The results of the identification of the teacher’s concept of the virus topic were 33.33% understood the idea, 13.66% false positive, 35.53% false negative, 17.01% did not understand the concept, and 4.39% guessed. While the results of the identification of the teacher’s concept of bacteria topic were 30.13% understood the concept, 9.07% false positive, 227.63% false negative, 23.05% did not understand the concept, and 10.09% guessed. Based on these results, if identification misconception is not made to the teacher, then the misconception will not be known by the teacher on any material, and the learning material submitted by the teacher will remain a misconception so that students will have misconception.
References
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Nurulwati, Veloo, A. & Ali, R.M. (2014). Suatu tinjauan tentang jenis-jenis dan penyebab miskonsepsi fisika. Jurnal Pendidikan Sains Indonesia, 2(1), 87-95. Retrieved from http://jurnal.unsyiah.ac.id/JPSI/article/view/7636/6264.
Oberoi. M. (2017). Review of literature on student’s misconceptions in science. International Journal of Scientific Research and Education, 5(3), 6274-6280. Doi: 10.18535/ijsre/v5i03.05.
Pesman, H. & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208-222. Doi: 10.1080/00220670903383002.
Putri, L.O.L., Rahman, T. & Priyandoko, D. (2017). Analyzing concepts mastery and misconceptions about evolution of biology major students. Journal of Physics: conference series. pp. 1-6. Doi: 10.1088/1742-6596/812/1/012083.
Ratnawulan, E. & Rusdiana, A. (2015). Evaluasi Pembelajaran. Bandung: CV Pustaka Setia.
Saat, R.M., Fadzil, H.M., Aziz, N.A.A., Haron, K., Rashid, K.A. & Shamsuar, N.R. (2016). Development of an online three-tier diagnostic test to assess pre-university students’ understanding of cellular respiration. Journal of Baltic Science Education, 15(4), 532-546. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/522.
Sadler, P.M. & Sonnert, G. (2016). Understanding Misconceptions: Teaching and Learning in Middle School Physical Science. Amerika: Spring.
Shalihah, A., Mulhayayiah, D. & Alatas, F. (2016). Identifikasi miskonsepsi menggunakan tes diagnostik three tier pada hukum newton dan penerapannya. JoTaLP: Journal of Teaching and Learning Physics, 1(1), 24-33. Doi: 10.15575/jotalp.v1i1.3438.
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Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169. Doi: 10.1080/0950069880100204.
Treagust, D.F. & Chui, M.H. (2011). Diagnostic assessment in chemistry. Chemistry Education Research and Practice, 12, 119-120. Doi: 10.1039/C1RP90016A.
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Utami, R. D. Agung, S. & Bahriah, E.S. (2017). Analisis pengaruh gender terhadap miskonsepsi siswa sman di kota depok dengan menggunakan tes diagnostik two-tier. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA. pp. 93-102. Retrieved from http://jurnal.untirta.ac.id/index.php/psnp/article/view/93-102.
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Wisudawati, A.W. & Sulistyowati, E. (2015). Metodologi Pembelajaran IPA. Jakarta: PT Bumi Aksara.
Yates, T.B. & Marek, E.A. (2014). Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(7), 1-18. Doi: 10.1186/s12052-014-0007-2.
Yip, D. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477. Doi: 10.1080/0950069980200406.
Zulfia, F.A., Susilo, H. & Listyorini, D. (2019). Identification of Concepts for Xth Class Students of Virus and Bacterial Material in East Java. International Conference on Mathematics and Science Education, FMIPA UM, Malang, 28 Agustus 2019.
Arifin, Z. (2012). Evaluasi Pembelajaran. Jakarta: Direktorat Jenderal Pendidikan Islam Kementerian Agama RI.
Bayuni, T.C. Sopandi, W. & Sujana, A. (2018). Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test. Journal of Physics: conference series. pp. 1-7. Doi: 10.1088/1742-6596/1013/1/012086.
Briggs, A.G., Hughes, L.E., Brennan, R.E., Buchner, J., Horak, R.E.A., Amburn, D.S.K., McDonald, A.H., Primm, T.P., Smith, A.C., Stevens, A.M., Yung, S.B. & Paustian, T.D. (2017). Concept inventory development reveals common student misconceptions about microbiology. Journal of Microbiology & Biology Education, 18(3), 1-5. Doi: 10.1128/jmbe.v18i3.1319.
Chaniarosi, L.F. (2014). Identifikasi miskonsepsi guru biologi sma kelas xi ipa pada konsep sistem reproduksi manusia. Jurnal EduBio Tropika, 2(2), 187-250. Retrieved from http://jurnal.unsyiah.ac.id/JET/article/view/5257/4403.
Dindar, A.C. & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia Social and Behavioral Sciences, 15, 600-604. Doi: 10.1016/j.sbspro.2011.03.147.
Ekici, F. Ekici, E. & Aydin, F. (2007). Utility of concept cartoons in diagnosing and overcoming misconceptions related to photosynthesis. International Journal of Environmental & Science Education, 2(4), 111-124. Retrieved from http://www.ijese.net/makale/1588.
Fajriana, N., Abdullah & Safrida. 2016. Analisis miskonsepsi buku teks pelajaran biologi kelas xi semester 1 sman di kota banda aceh. Jurnal Biotik, 4(1), 60-65. Retrieved from https://jurnal.ar-raniry.ac.id/index.php/biotik/article/view/1071/841.
Fauzi, A. & Fariantika, A. (2018). Courses perceived difficult by undergraduate students majoring in biology. Biosfer: Jurnal Pendidikan Biologi, 11(2), 78-89. Doi: 10.21009/biosferjpb.v11n2.78-89.
Fauzi, A. & Mitalistiani, M. (2018). High school biology topics that perceived difficult by undergraduate students. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 73-84. Doi: 10.32502/dikbio.v2i2.1242.
Fraenkel, J.R. & Wallen, N.E. (2009). How to Design and Evaluate Research in Education. Edisi 7. New York: McGraw-Hill.
Galvin, E. Simmie, G.M. & O’Grady, A. (2015). Identification of misconceptions in the teaching of biology: a pedagogical cycle of recognition, reduction and removal. Higher Education of Social Science, 8(2), 1-8. Doi: 10.3968/6519.
Gurel, D.K., Eryilmaz, A. & McDermott, L.C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989-1008. Doi: 10.12973/eurasia.2015.1369a.
Hola, A. (2004). Biological science misconceptions amongst teachers and primary students in jordan: diagnosis and treatment. The Internet Society: Advances in Learning, Commerce and Security, 30, 109-118. Doi: 10.2495/NL040111.
Isaacs, T., Zara, C., & Herbert, G. (2013). Key Concepts in Educational Assessment. London: SAGE Publications Ltd.
Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471-479. Doi: 10.12973/eurasia.2014.1120a.
Kirbulut, Z.D. & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 509-521. Doi: 10.12973/eurasia.2014.1128a.
Khairaty, N.I., Taiyeb, A.M. & Hartati. (2018). Identifikasi miskonsepsi siswa pada materi sistem peredaran darah dengan menggunakan three tier test di kelas xi ipa 1 sma negeri 1 bontonompo. Jurnal Nalar Pendidikan, 6(1), 7-13. Doi: 10.26858/jnp.v6i1.6036.
Kruger, M., Won, M. & Treagust, D.F. (2013). Teachers’ perceptions on the changes in the curriculum and exit examinations for biology and human biology. Australian Journal of Teacher Education, 38(3), 41-58. Doi: 10.14221/ajte.2013v38n3.5.
Mubarak, S., Susilaningsih, E. & Cahyono, E. (2016). Pengembangan tes diagnostik three tier multiple choice untuk mengidentifikasi miskonsepsi peserta didik kelas xi. Journal of Innovative Science Education, 5(2), 101-110. Retrieved from https://journal.unnes.ac.id/sju/index.php/jise/article/view/14258.
Mubarokah, F.D., Mulyani, S. & Indriyanti, N.Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: a case of indonesia and thailand. Journal of Turkish Science Education, 15, 51-58. Doi: 10.12973/tused.10256a.
Nurulwati, Veloo, A. & Ali, R.M. (2014). Suatu tinjauan tentang jenis-jenis dan penyebab miskonsepsi fisika. Jurnal Pendidikan Sains Indonesia, 2(1), 87-95. Retrieved from http://jurnal.unsyiah.ac.id/JPSI/article/view/7636/6264.
Oberoi. M. (2017). Review of literature on student’s misconceptions in science. International Journal of Scientific Research and Education, 5(3), 6274-6280. Doi: 10.18535/ijsre/v5i03.05.
Pesman, H. & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208-222. Doi: 10.1080/00220670903383002.
Putri, L.O.L., Rahman, T. & Priyandoko, D. (2017). Analyzing concepts mastery and misconceptions about evolution of biology major students. Journal of Physics: conference series. pp. 1-6. Doi: 10.1088/1742-6596/812/1/012083.
Ratnawulan, E. & Rusdiana, A. (2015). Evaluasi Pembelajaran. Bandung: CV Pustaka Setia.
Saat, R.M., Fadzil, H.M., Aziz, N.A.A., Haron, K., Rashid, K.A. & Shamsuar, N.R. (2016). Development of an online three-tier diagnostic test to assess pre-university students’ understanding of cellular respiration. Journal of Baltic Science Education, 15(4), 532-546. Retrieved from http://www.scientiasocialis.lt/jbse/?q=node/522.
Sadler, P.M. & Sonnert, G. (2016). Understanding Misconceptions: Teaching and Learning in Middle School Physical Science. Amerika: Spring.
Shalihah, A., Mulhayayiah, D. & Alatas, F. (2016). Identifikasi miskonsepsi menggunakan tes diagnostik three tier pada hukum newton dan penerapannya. JoTaLP: Journal of Teaching and Learning Physics, 1(1), 24-33. Doi: 10.15575/jotalp.v1i1.3438.
Sudaryono. (2012). Dasar-dasar Evaluasi Pembelajaran. Yogyakarta: Graha Ilmu.
Sudjana, N. (2004). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Sunarmi, Prasetyo, T.I. & Sari, M.S. (2016). Asesmen dan Evaluasi. Malang: Universitas Negeri Malang.
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT Gramedia Widiasarana Indonesia.
Susanti, R. (2018). Misconception of biology education student of teacher training and education of Sriwijaya University to the concept of photosynthesis and respiration. Journal of Physics: conference series, pp. 1-8. Doi: 10.1088/1742-6596/1022/1/012056.
Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., Saefi, M., Fauzi, A. & Atho’Illah, M. F. (2019). Cell biology diagnostic test (cbd-test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 1-24. Doi: 10.1080/00219266.2019.1643765.
Tan, D.K.C. & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81, 75-83. Retrieved from https://www.researchgate.net/publication/234704600.
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Journal of Hacettepe Universites Egitium Fakultesi Dergisi, 23, 259-266.
Treagust, D.F. (1986). Evaluating students' misconceptions by means of diagnostic multiple choice items. Research In Science Education, 16, 199-207. Doi: 10.1007/BF02356835.
Treagust, D.F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169. Doi: 10.1080/0950069880100204.
Treagust, D.F. & Chui, M.H. (2011). Diagnostic assessment in chemistry. Chemistry Education Research and Practice, 12, 119-120. Doi: 10.1039/C1RP90016A.
Tsai, C.C. & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18(2), 157-165. Doi: 10.1046/j.0266-4909.2002.00223.x.
Utami, R. D. Agung, S. & Bahriah, E.S. (2017). Analisis pengaruh gender terhadap miskonsepsi siswa sman di kota depok dengan menggunakan tes diagnostik two-tier. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA. pp. 93-102. Retrieved from http://jurnal.untirta.ac.id/index.php/psnp/article/view/93-102.
Wahidah, N., Saptono, S. & Wiyanto. (2019). The development of three tiers multiple-choice test to explore junior high school students' scientific literacy misconceptions. Journal of Innovative Science Education, 8(2), 190-198. Doi: 10.15294/jise.v0i0.27927.
Wisudawati, A.W. & Sulistyowati, E. (2015). Metodologi Pembelajaran IPA. Jakarta: PT Bumi Aksara.
Yates, T.B. & Marek, E.A. (2014). Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(7), 1-18. Doi: 10.1186/s12052-014-0007-2.
Yip, D. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477. Doi: 10.1080/0950069980200406.
Zulfia, F.A., Susilo, H. & Listyorini, D. (2019). Identification of Concepts for Xth Class Students of Virus and Bacterial Material in East Java. International Conference on Mathematics and Science Education, FMIPA UM, Malang, 28 Agustus 2019.
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2019-11-18
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Firda Ama, Herawati, & Dwi. (2019). Virus-bacteria diagnostic test (vbd-test) in identifying biology teacher’s misconception. Biosfer: Jurnal Pendidikan Biologi, 12(2), 144–156. https://doi.org/10.21009/biosferjpb.v12n2.144-156
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