Development of A Four-Tier Diagnostic Test For Misconception of Oscillation and Waves
DOI:
https://doi.org/10.21009/1.05201Keywords:
Diagnostic test, misconception, four-tier test, oscillation, wavesAbstract
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 vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 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 0.765 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.
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Annisak, W, Astalini, Pathoni, H 2017, ‘Desain Pengemasan Tes Diagnostik Miskonsepsi Berbasis CBT ( Computer Based Test )’, EduFisika, vol. 2, no. 1, pp. 1–12.
Ariani, T 2015, Identifikasi Miskonsepsi Siswa dalam Pembelajaran Fisika pada Pokok Bahasan Listrik Dinamis di SMA Negeri 2 Banda Aceh, ETD Unsyiah.
Arikunto, S 2002, Metodologi penelitian, PT. Rineka Cipta, Jakarta.
Bayrak, BK 2013, ‘Using two-tier test to identify primary student’s conceptual understanding and alternative conceptions in acid base’, Mevlana International Journal of Education, vol. 3, no. 2, pp. 19–26. doi: 10.13054/mije.13.21.3.2.
Caleon, IS & Subramaniam, R 2010, ‘Exploring Students Conceptualization of the Propagation of Periodic Waves’, The Physics Teacher, vol. 48, no. 55. doi: 10.1119/1.3274366.
Caleon, IS & Subramaniam, R 2010, ‘Development and application of a three-tier diagnostic test to assess secondary students understanding of waves’, International journal of science education, Taylor & Francis, vol. 32, no. 7, pp. 939–961.
Çalik, M & Ayas, A 2005, ‘A Comparison of Level of Understanding of Eighth-Grade Students and Science Student Teachers Related to Selected Chemistry Concepts’, Journal of Research in Science Teaching, Wiley Online Library, vol. 42, no. 6, pp. 638–667.
Cetin-Dindar, A & Geban, O 2011, ‘Development of a three-tier test to assess high school students understanding of acids and bases’, Procedia-Social and Behavioral Sciences, Elsevier, vol. 15, pp. 600–604.
Chi, MTH 2009, ‘Three types of conceptual change: Belief revision, mental model transformation, and categorical shift’, in International handbook of research on conceptual change, Routledge, pp. 89–110.
Chou, CY 2002, ‘Science Teachers’ Understanding of Concepts in Chemistry’, PROCEEDINGS-NATIONAL SCIENCE COUNCIL REPUBLIC OF CHINA PART D MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION. CHINA NATIONAL SCIENCE COUNCIL, 12(2), pp. 73–78.
Chu, HC 2010, ‘A two-tier test approach to developing location-aware mobile learning systems for natural science courses’, Computers and Education, Elsevier Ltd, vol. 55, no. 4, pp. 1618–1627. doi: 10.1016/j.compedu.2010.07.004.
Eryilmaz, A & Surmeli, E 2002, ‘Assessment of students misconceptions about heat and temperature by means of three-tier questions’, Retrieved April, vol. 5, p. 2004.
Gurel, DK, Eryilmaz, A, & McDermott, LC 2015, ‘A review and comparison of diagnostic instruments to identify students’ misconceptions in science’, Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 5, pp. 989–1008. doi: 10.12973/eurasia.2015.1369a.
Holyoak, KJ, Morrison, RG, & Others 2005, Thinking and Reasoning: A Readers Guide, Citeseer.
Krishnayanti, R, Feranie, S, & Padri, IM 2015, ‘Penerapan Five Stage Conceptual Teaching Model untuk Meningkatkan Prestasi Belajar dan Konsistensi Ilmiah pada Siswa SMA’, vol. 1, pp. 25–30.
Kryjevskaia, M 2012, ‘Student understanding of wave behavior at a boundary : The relationships among wavelength , propagation speed , and frequency’, American Journal of Physics, vol. 80, no. 4, pp. 339–347.
Liu, OL, Lee, HS, & Linn, MC 2011, ‘An investigation of explanation multiple-choice items in science assessment’, Educational Assessment, vol. 16, no. 3, pp. 164–184. doi: 10.1080/10627197.2011.611702.
Montfort, D, Brown, S, & Pollock, D 2009, ‘An investigation of students’ conceptual understanding In related sophomore to graduate-level engineering and mechanics courses’, Journal of Engineering Education, vol. 98, no. 2, pp. 111–129. doi: 10.1002/j.2168-9830.2009.tb01011.x.
Nurul, F, Samsudin, A, & Gina, M 2017, ‘Identifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test pada Sub- Materi Fluida Dinamik : Azas Kontinuitas’, vol. 3, pp. 175–180.
Permata, A, Feranie, S, & Karim, S 2015, ‘Penerapan Pembelajaran Berbasis Masalah dengan Pendekatan Multirepresentasi untuk Meningkatkan Prestasi Belajar dan Konsistensi Ilmiah Berbasis Multirepresentasi pada Materi Elastisitas’, vol. 1, pp. 45–50.
Pesman, H, & Eryilmaz, A 2010, ‘Development of a three-tier test to assess misconceptions about simple electric circuits’, The Journal of educational research. Taylor & Francis, vol. 103, no. 3, pp. 208–222. doi: 10.1080/00220670903383002.
Prince, M, Vigeant, M, & Nottis, K 2012, ‘Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students’ misconceptions’, J. Eng. Educ., vol. 101, no. 3, pp. 412–438. doi: 10.1002/j.2168-9830.2012.tb00056.x.
Redish, EF 2003, Teaching physics: with the physics suite, Citeseer.
Sholihat, FN, Samsudin, A, Nugraha, MG 2017, ‘Identifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test pada SubMateri Fluida Dinamik: Azas Kontinuitas', Jurnal Penelitian dan Pengembangan Pendidikan Fisika, vol 3, no. 2, 175 - 180, doi: doi.org/10.21009/1.03208
Streveler, RA 2008, ‘Learning conceptual knowledge in the engineering sciences: Overview and future research directions’, Journal of Engineering Education. Wiley Online Library, vol. 97, 3, pp. 279–294.
Suparno, P 2013, Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika, Gramedia Widiasarana.
Thiagarajan, S, & Others 1974, ‘Instructional development for training teachers of exceptional children: A sourcebook’, ERIC.
Thompson, F, Logue, S 2006, ‘An exploration of common student misconceptions in science’, International Education Journal, vol. 7, no. 4, pp. 553–559. doi: http://dx.doi.org/10.1016/j.sbspro.2014.07.465.
Tongchai, A, Sharma, MD, Johnston, ID, Arayathanitkul, K, & Soankwan, C 2009, ‘Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves’, International Journal of Science Education. Taylor & Francis, vol. 31, no. 18, pp. 2437–2457. doi: 10.1080/09500690802389605.
Tsai, CC, Chou, C 2002, ‘Diagnosing students’ alternative conceptions in science’, Journal of Computer Assisted Learning, vol. 18, no. 2, pp. 157–165. doi: 10.1046/j.0266-4909.2002.00223.x.
Tsaparlis, G, Papaphotis, G 2009, ‘High-school students’ conceptual difficulties and attempts at conceptual change: The case of basic quantum chemical concepts’, International Journal of Science Education, vol. 31, no. 7, pp. 895–930. doi: 10.1080/09500690801891908.
Uzuntiryaki, E, Geban, Ö 2005, ‘Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts’, Instructional Science, vol. 33, no. 4, pp. 311–339. doi: 10.1007/s11251-005-2812-z.
Zaleha, Z, Samsudin, A,& Nugraha, MG 2017, ‘Pengembangan Instrumen Tes Diagnostik VCCI Bentuk Four-Tier Test pada Konsep Getaran’, Jurnal Pendidikan Fisika dan Keilmuan (JPFK), vol. 3, no. 1, p. 36. doi: 10.25273/jpfk.v3i1.980.
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Published
2019-10-08
How to Cite
Negoro, R. A., & Karina, V. (2019). Development of A Four-Tier Diagnostic Test For Misconception of Oscillation and Waves. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 5(2), 69–76. https://doi.org/10.21009/1.05201
