Analysis items of the four-tier immune system multiple choice test instrument using rasch model
DOI:
https://doi.org/10.21009/biosferjpb.18020Keywords:
Four-tier, Instruments, Immune system, Misconceptions, Rasch analysisAbstract
The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.
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Boone, W. J. (2016). Rasch Analysis for Instrument Development : Why, When, and How ? CBL-Life Sciences Education, 15(4), 1–7. https://doi.org/10.1187/cbe.16-04-0148
Boone, W. J., Noltemeyer, A., Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis : A primer for school psychology researchers and practitioners Rasch analysis : A primer for school psychology researchers and practitioners. Cogent Education, 1(4), 1–13. https://doi.org/10.1080/2331186X.2017.1416898
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Caleon, I. S., & Subramaniam, R. (2010b). 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 Do Students Know What They Know and What They Don't Know ? Using a Four-Tier Diagnostic Test to Ass. Research in Science Education, 40, 313–337. https://doi.org/10.1007/s11165-009-9122-4
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Fisher, K. M. (1985). A Misconception In Biology : Amino Acids AND TRANSLATION. Journal Od Research In Science Teaching, 22(1), 53–62.
Fratiwi, N. J., Ramalis, T. R., & Samsudin, A. (2019). The Three-tier Diagnostic Instrument : Using Rasch Analysis to Develop and Assess K-10 Students ’ Alternative Conceptions on Force Concept. In RSU International Research Conference (pp. 654–663).
Gronlund, N. E. (1985). Stating objectives for classroom instruction. Macmillan Publishing Company.
Gurel, D. K., Eryılmaz, 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. https://doi.org/10.12973/eurasia.2015.1369a
Hammer, D. (1996). More than misconceptions : Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal Od Physics, 64, 1316–1325. https://doi.org/10.1119/1.18376
Hartati, N., & Yogi, H. P. S. (2019). Item Analysis for a Better Quality Test. English Language in Focus (ELIF), 2(1), 59. https://doi.org/10.24853/elif.2.1.59-70
Hasyim, W., Suwono, H., & Susilo, H. (2018). Three-tier Test to Identify Students’ Misconception of Human Reproduction System. Jurnal Pendidikan Sains, 6(2), 48–54.
Ismail, I. (2020). Analisis Tingkat Kesukaran Hasil Tes. In Asesmen dan Evaluasi Pembelajaran (pp. 144–145). Makasar: Cendekia.
Kaltacki, D. (2012). Development and application of a four-tier test to assess pre-service physics teachers" misconceptions about geometrical optics. Middle East Technical University.
Khine, M. S. (2020a). Rasch Measurement : Applications in Quantitive Educational Research. (M. S. Khine, Ed.). Jerman: Springer.
Khine, M. S. (2020b). Rasch Measurement Applications in Quantitative Educational. Singapore: Springer. https://doi.org/10.1007/978-981-15-1800-3
Kurt, H. (2013). Turkish student biology teachers’ conceptual structures and semantic attitudes towards microbes. Journal of Baltic Science Education, 12(5), 608–639.
Lazarowitz, R., & Penso, S. (1992). High school students’ difficulties in learning biology concepts. Journal of Biological Education, 26(3), 37–41.
Linacre, J. M. (1999). Understanding Rasch Measurement: Estimation Methods for Rasch Measures. Journal of Outcome Measurement, 3(4), 382–405.
Linacre, J. M. (2017). Rasch Measurement Transactions. Autmn, 31(2), 1629–1642.
Lukin, K. (2013). Exciting middle and high school students about immunology: An easy, inquiry-based lesson. Immunologic Research, 55(1–3), 201–209. https://doi.org/10.1007/s12026-012-8363-x
Maharani, L., Rahayu, D. I., Amaliah, E., Rahayu, R., & A, S. (2019). Diagnostic Test with Four-Tier in Physics Learning : Case of Misconception in Newton's Law Material Diagnostic Test with Four-Tier in Physics Learning : Case of Misconception in Newton's s Law Material. Journal of Physics: Conference Series, 115. https://doi.org/10.1088/1742-6596/1155/1/012022
Mamik. (2015). Metode Kualitatif. Sidoarjo: Zifatama.
Manzo, A. N., & Burke, J. M. (2012). Increasing Response Rate in Web-Based/Internet Surveys. New York: Springer. https://doi.org/10.1007/978-1-4614-3876-2
Matondang, Z., Djulia, E., Sriadhi, & Simarmata, J. (2019). Evaluasi Hasil Belajar. In Evaluasi Hasil Belajar (p. 59).
Milenkovic, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a Three-Tier Test as a Valid Diagnostic Tool for Identi fi cation of Misconceptions Related to Carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
Musa, A., Shaheen, S., & Elmardi, A. (2018). Item difficulty & item discrimination as quality indicators of physiology MCQ examinations at the Faculty of Medicine Khartoum University Abstract : Khartoum Medical Journal, 11(2), 1477–1468.
National Research Council. (1997). Misconceptions as Barriers to Understanding Science. In Science Teaching Reconsidered : A Handbook (pp. 27–32). Washington DC: The National Academies Press. https://doi.org/10.17226/5287
Padayachee, K. (2016). Internet-mediated research : Challenges and issues. SACJ, 28(December), 25–45.
Patil, S. J., Chavan, R. L., & Khandagale, V. S. (2019). Identification of Misconceptions in Science: Tools, Techniques & Skills for Teachers. Aarhat Multidisciplinary International Education Research Journal (AMIERJ), 8(2), 466–472.
Pujyanto, Budiharti, R., Radiyono, Y., Rizky Amalia Nurani, N., Putri, H. V., Saputro, D. E., & Adhitama, E. (2018). Pengembangan Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika. Cakrawala Pendiidkan, 2, 237–249.
Quaigrain, K., & Arhin, A. K. (2017). Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1301013
Rahman, A., Ahmar, A. S., Arifin, A. N. M., Upu, H., Mulbar, U., Alimuddin, … Ihsan, H. (2018). The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School. Journal of Physics: Conference Series, 954(1). https://doi.org/10.1088/1742-6596/954/1/012011
Riyantono, S., & Hatmawan, A. A. (2020). Metode Riset Penelitian Kuantitatif. In Metode Riset Penelitian Kuantitatif Penelitian Di Bidang Manajemen, Teknik, Pendidikan Dan Eksperimen (p. 63). Yogyakarta: Deepublish.
Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review Of Students ’ Common Misconceptions In Science And Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649
Senocak, E., Taskesenligil, Y., & Sozbilir, M. (2007). A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning. Research in Science Education, 37(3), 279–290. https://doi.org/10.1007/s11165-006-9026-5
Septiantini, T., Samsudin, A., Aminudin, A. H., Rasmitadila, Rachmatullah, R., Costu, B., & Nurtanto, M. (2020). Static Fluid Four-Tier Instrument ( SFFTI ): Develop and Identify K-11 Brebes- Scholars ’ Alternative Conception with Rasch Analysis Static Fluid Four-Tier Instrument ( SFFTI ): Develop and Identify K-11 Brebes-Scholars ’ Alternative Conception with Rasch. International Journal of Advanced Science and Technology, 9(7), 3190–3199.
Sinclair, M., Toole, J. O., Malawaraarachchi, M., & Leder, K. (2012). Comparison of response rates and cost-effectiveness for a community-based survey : postal, internet and telephone modes with generic or personalised recruitment approaches. BMC Medical Research Methodology, 12(132), 1–8.
Singh, C. (2016). Effect of Misconception on Transfer in Problem Solving. In AIP Conference Proceedings, 951(1), 196–199.
Siqueira-batista, R., Gomes, A. P., Albuquerque, V. S., Madalon-fraga, R., Aleksandrowicz, A. M. C., & Geller, M. (2009). Lições de Akira Kurosawa. Revista Brasileira de Educação Médica, 33(2), 186–190.
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2021-04-30
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Andriani, F., Indrowati, M., & Sugiharto, B. (2021). Analysis items of the four-tier immune system multiple choice test instrument using rasch model. Biosfer: Jurnal Pendidikan Biologi, 14(1), 99–119. https://doi.org/10.21009/biosferjpb.18020
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
