Development of Three-Tier Diagnostics Instruments on Students Misconception Test in Fluid Concept

https://doi.org/10.24042/jipfalbiruni.v7i2.2703

Irwansyah Irwansyah, Sukarmin Sukarmin, Harjana Harjana

Abstract


The purpose of this research was to know the validity and reliability of instrument three-tier diagnosis to identify the students’ misconception in fluid concept. The stages of development research that used in this research were (1) The first research and collecting information, (2) planning and designing of development (3) validity and product evaluation. The instrument of the test was tested on 98 students of 3 schools. The instrument has been developed and categorized effectively because it has a valid category with the Aiken validity index value> from table V (0.75) and the reliability of the instrument has a value of 0.96 with a high category. The instrument of three-tier test that developed was able to identify the students' comprehension in students' concept and students' misconception. There are 27,58% students comprehend the concept, 45,29% students did not comprehend the concept, 24,74% students showed that misconception and 2,36% students experienced errors


Keywords


development; fluid; misconception; three-tier test

Full Text:

PDF

References


Abbas, M. L. H. (2016). Pengembangan Instrumen Three Tier Diagnostic Test Miskonsepsi Suhu dan Kalor. Ed-Humanistics, 01(02), 83–92.

Aiken, L. R. (1985). Psychological Testing and Assessment (5th Editio). Massachusetts: Allyn and Bacon, Inc.

Aini, R. G., Ibnu, S., & Budiasih, E. (2016). Identifikasi Miskonsepsi dalam Materi Stoikiometri pada Siswa Kelas X di SMAN 1 MALANG Melalui Tes Diagnostik Three-Tier. Jurnal Pembelajaran Kimia, 01(2), 50–56.

Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktik.

D’Sa, J. L., & Visbal-Dionaldo, M. L. (2017). Analysis of Multiple Choice Questions: Item Difficulty, Discrimination Index and Distractor Efficiency. International Journal of Nursing Education, 9(3), 109. https://doi.org/10.5958/0974-9357.2017.00079.4

Djanette, B., & Fouad, C. (2014). Determination of University Students’ Misconceptions about Light Using Concept Maps. Procedia - Social and Behavioral Sciences, 152, 582–589. https://doi.org/10.1016/j.sbspro.2014.09.247

Fitriatun, A., & Sukanti. (2016). Analisis Validitas, Reliabilitas dan Butir Soal Latihan Ujian Nasional Ekonomi Akuntansi di MAN Maguwaharjo. Jurnal Kajian Pendidikan Akuntansi Indonesia, 8, 1–11.

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 and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a

Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Physics Education, 34(5), 294–299. https://doi.org/10.1088/0031-9120/34/5/304

Hermawanto, Kusairi, S., & Wartono. (2013). Pengaruh Blended Learning Terhadap Penguasaan Konsep dan Penalaran Fisika Peserta Didik Kelas X. Jurnal Pendidikan Fisika Indonesia, 9(57), 67–76.

Kamilah, D. S., & Suwarna, I. P. (2016). Pengembangan Three-Tier Test Digital untuk Mengidentifikasi Miskonsepsi pada Konsep Fluida Statis. EDUSAINS, 8(2), 212–220.

Kusairi, S. (2012). Analisis Asesmen Formatif Fisika SMA Berbantuan Komputer. Jurnal Penelitian Dan Evaluasi Pendidikan, 16(3), 68–87.

Lucariello, J., Tine, M. T., & Ganley, C. M. (2014). A formative assessment of students’ algebraic variable misconceptions. Journal of Mathematical Behavior, 33(1), 30–41. https://doi.org/10.1016/j.jmathb.2013.09.001

m. duskri, kumaidi, S. (2012). Jurnal Penelitian dan Evaluasi Pendidikan. Jurnal Penelitian Dan Evaluasi Pendidikan, 16(2), 492–510.

Mahjabeen, W., Alam, S., Hassan, U., Zafar, T., Butt, R., Konain, S., & Rizvi, M. (2018). Difficulty Index, Discrimination Index and Distractor Efficiency in Multiple Choice Questions. Annals of PIMS, 310–315.

Mohamad, M. M., Sulaiman, N. L., Sern, L. C., & Salleh, K. M. (2015). Measuring the Validity and Reliability of Research Instruments. Procedia - Social and Behavioral Sciences, 204(August), 164–171.

Prihatni, Y., Kumaidi, K., & Mundilarto, M. (2016). Pengembangan Instrumen Diagnostik Kognitif Pada Mata Pelajaran Ipa Di Smp. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(1), 111. https://doi.org/10.21831/pep.v20i1.7524

Pruyn, E. C., Watsford, M. L., & Murphy, A. J. (2016). Validity and reliability of three methods of stiffness assessment. Journal of Sport and Health Science, 5(4), 476–483. https://doi.org/10.1016/j.jshs.2015.12.001

Resbiantoro, G., & Nugraha, A. W. (2017). Miskonsepsi Mahasiswa Pada Konsep Dasar Gaya Dan Gerak Untuk Sekolah Dasar. Jurnal Pendidikan Sains (JPS), 5(2), 80–87.

Shirali, G., Shekari, M., & Angali, K. S. (2017). Assessing Reliability and Validity of an Instrument for Measuring Resilience Safety Culture in Sociotechnical Systems. Safety and Health at Work, 9(3), 296–307.

Sholihat, F. N., Samsudin, A., & Nugraha, M. G. (2017). Identifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test Pada Sub-Materi Fluida Dinamik: Azas Kontinuitas. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 175–180. https://doi.org/10.21009/1.03208

Siregar, S. (2014). Statistik Parametrik untuk Penelitian Kuantitatif. Jakarta: Bumi Aksara.

Suryani, H., Kartowagiran, B., & Jailani. (2017). Development and Validity of Mathematical Learning Assessment Instruments Based on Multiple Intelligence. Jurnal Penelitian Dan Evaluasi Pendidikan, 21(1), 93–103.

Suwarto. (2013). Model-model Instrumen Diagnostik. WIDYATAMA, 22(1), 64–70.

Wijaya, C. P., Supriyono Koes, H., & Muhardjito. (2016). The diagnosis of senior high school class X MIA B students misconceptions about hydrostatic pressure concept using three-tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14–21. https://doi.org/10.15294/jpii.v5i1.5784

Wisudawati, A. W. (2015). Pengembangan Instrumen Three – Tier Test Untuk Mengidentifikasi Representasi Tingkat Mikroskopis Perubahan Wujud Air Sebagai Alternatif Assesment Integrasi Islam-Sains ( A Preliminary Study ). Seminar Nasional Kimia Dan Pendidikan KImia VII.

Yamtinah, S., Saputro, S., & Utami, B. (2015). Content Validity and Scoring of Two Tier as Measuring Instrument of Science Process Skills for Knowledge Aspects in Chemistry Learning. Prosiding ICTTE FKIP UNS, 1(1), 911–916.

Yasin, R. M., Yunus, F. A. N., Rus, R. C., Ahmad, A., & Rahim, M. B. (2015). Validity and Reliability Learning Transfer Item Using Rasch Measurement Model. Procedia - Social and Behavioral Sciences, 204(November 2014), 212–217.

Zukhruf, K. D., Khaldun, I., & Ilyas, D. S. (2016). Remediasi Miskonsepsi Dengan Menggunakan Media Pembelajaran Interaktif Pada Materi Fluida Statis. Jurnal Pendidikan Sains Indonesia, 04(02), 56–68




DOI: https://doi.org/10.24042/jipfalbiruni.v7i2.2703

Article Metrics

Abstract views : 447 | PDF downloads : 334

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Jurnal Ilmiah Pendidikan Fisika Al-Biruni

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

Jurnal Ilmiah Pendidikan Fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © UIN Raden Intan Lampung. All rights reservedp-ISSN 2303-1832 | e-ISSN 2503-023X