scholarly journals Student misconception analysis on the concept of colligative properties of solutions using a digital three-tier multiple-choice diagnostic test

2021 ◽  
Author(s):  
Shabrina Ruhyatul Fauziah ◽  
Sumari Sumari ◽  
Endang Budiasih ◽  
Dedek Sukarianingsih ◽  
Aman Santoso ◽  
...  
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Student Misconception ◽  
Colligative Properties

scholarly journals Pengembangan Instrumen Test Diagnostik Multiple Choice Four Tier Pada Materi Ikatan Kimia

2019 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Pangoloan Soleman Ritonga ◽  
Arif - Yasthophi
Keyword(s):  
Diagnostic Test ◽  
Chemical Bonding ◽  
Formation Process ◽  
Multiple Choice ◽  
Student Misconception ◽  
Test Result

The purpose of this study was to design and develop diagnostic test for analysis of student misconception in chemical bonding materials. Diagnostic that we develop in this study was four-tier diagnostic test. the diagnostic test consisted of 25 questions which cover 20 indicator in chemical bonding materials. From the test result obtained the higest was in a determine the bonding that consist in the compound (39,45%) and the lowest misconception was in a interpret the process in chemical bonding formation process (1,83).

IDENTIFIKASI MISKONSEPSI MATERI KESETIMBANGAN KIMIA MENGGUNAKAN TES DIAGNOSTIK PILIHAN GANDA TIGA TINGKAT (THREE-TIER MULTIPLE CHOICE) PADA PESERTA DIDIK KELAS XI MIA SMA NEGERI 2 PEKANBARU

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zaki Dayatul Akbar ◽  
Herdini Herdini ◽  
Abdullah Abdullah
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Dissociation Degree ◽  
Second Year ◽  
World Industry

The aim of this research were to know misconceptions and the category level of misconceptions in the second year students of SMA Negeri 2 Pekanbaru aboutt concepts of chemical equallibrium. This research took place in SMA Negeri 2 Pekanbaru and the data were collected on April 2017. was all the students of XI MIA class of four classes. The population consisted of 161 students. The sample was all the population. This research was descriptive quantitative. The technique of collecting data used diagnostic test and interview. The result showed that students found misconception in the definition concept of chemical equallibrium with the percentage was 34,78% (category of average), for the concept of heterogen and homogen was 36,335% (average), the concept of dissociation degree was 33,54% (average), the concept of Kc measurement was 43,785% (average), the concept of Kp measurement was 27,55% (poor), the principle concept of Le Chatelier was 36,764% (average), the concept of using chemical equallibrium in world industry was 23,60% (poor).

scholarly journals Development of Misconception Diagnostic Test in Momentum and Impulse Using Isomorphic Problem

2017 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Nadiyah El-Haq Diyanahesa ◽  
Sentot Kusairi ◽  
Eny Latifah
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Diagnostic Instrument ◽  
Design Development ◽  
Test Analysis ◽  
Is Research ◽  
Test Instrument ◽  
Student Misconceptions ◽  
Analysis Design ◽  
Addie Model

Preconception of the students influences to construct knowledge. They entered the classroom with conception formed from daily life. If their conception are not accordance with scientific concepts it’s  called misconceptions. Misconception is believed by students and used consistently. Teachers need to find out information on a student misconceptions by providing diagnostic tests immedietly. Diagnostic instrument that measure more accurately concepts understanding is isomorphic. Problem isomorphic composed of several question in different context and representation, but solved by the same principles. The goal of this study developing a multiple-choice diagnostic test instrument isomorphic to diagnose misconception of students on momentum and impulse. This study is research and development using ADDIE model (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). Development steps consist of: (1) Analysis, (2) Design, (3) Develop, and (4) Implement. Before  Implement steps, test instrument validated by lecture and two teachers. The instrument have been revised administered to students of class XI MIA 4 MAN Tlogo Blitar and  X MIA U1 MAN 1 Tulungagung. Results of this study are 15 items multiple choice diagnostic instruments isomorphic belongs five indicators. Based on the validation by two physics teachers and lecturers, instrument accordance used as a diagnostic instrument capable to distinguish between students misconceptions and naive concept. Around 67.8% of students who have answered the description are still misconceptions. Based on the test analysis accordance with open ended question instrument test diagnostic isomorphic produce higher accuracy by taking two of the three questions the answers provided.

scholarly journals Conceptions and troublesome knowledge on acid-base using the two-tier multiple-choice diagnostic test

2021 ◽  
Vol 2098 (1) ◽  
pp. 012032
Author(s):  
S Ardianti ◽  
W Wiji ◽  
T Widhiyanti
Keyword(s):  
Equilibrium Constant ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Introductory Chemistry ◽  
Acid Base ◽  
Degree Of Ionization ◽  
Descriptive Research ◽  
Troublesome Knowledge ◽  
The Relationship

Abstract Acid-base is one of the materials that tend to be difficult for students to understand. Acid-base is a material that is conceptually solid and requires an integrated understanding of many of the concepts of introductory chemistry. This research is descriptive research that aims to find conceptions of students on acid-base subjects and asking about concepts that are considered troublesome according to their learning experiences. The subjects of this research were 31 students of class XI IPA 4 at SMAN 3 Pariaman. The instruments in this research are diagnostic tests and interviews. The result of this research is the students of SMAN 3 Pariaman have difficulties in learning about the acid-base subject with high category. The percentage of conceptions experienced by students in each indicator is 56.3% of students understand the concept, 20.8% misconception, and 22.9% do not understand the concept. In the second indicator, 45.2% of students understood the concept, 18.3% had misconceptions and 36.5% did not understand the concept. In the 3rd indicator, 35.5% of students understood the concept, 31.2% had misconceptions and 33.3% did not understand the concept. In the 4th indicator, 21.9% of students understand the concept, 27.7% do not understand the concept and 50.3% do not understand the concept. Meanwhile, the acid-base theory, the calculation of pH or pOH, and the relationship between the degree of acidity (pH) and the degree of ionization (a), and the acid equilibrium constant (Ka) or the base equilibrium constant (Kb) are considered troublesome knowledge because they can be conceptually difficult.

scholarly journals Pengembangan Four-Tier Multiple Choice Diagnostic Test untuk Mengetahui Tingkat Pemahaman Konsep Peserta Didik pada Materi Termokimia

2021 ◽  
Vol 11 (1) ◽  
pp. 57-74
Author(s):  
Sanaa Jauza Roghdah ◽  
Muhammad Zammi ◽  
Julia Mardhiya
Keyword(s):  
Diagnostic Test ◽  
Multiple Choice ◽  
Design Based Research

Kesulitan peserta didik pada pemahaman materi termokimia melalui suatu proses pembelajaran berpotensi menyebabkan kesulitan peserta didik dalam memahami materi kimia yang lain. Untuk menghindari hal ini, maka perlu dicari letak kesulitan peserta didik dengan tes yang bersifat diagnostik agar dapat diketahui tingkat pemahaman dan kelemahan peserta didik dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui karakteristik dan kualitas instrumen tes diagnostik pilihan ganda empat tingkat yang dikembangkan. Penelitian ini menggunakan metode Design Based Research (DBR) dengan model pengembangan yang diadaptasi oleh Reeves. Subjek dari penelitian ini yaitu peserta didik kelas XI MAN 2 Kota Semarang. Instrumen yang dikembangkan terdiri atas kisi-kisi soal tes, petunjuk pengerjaan tes, soal tes, kunci jawaban, pedoman penskoran, dan pedoman interpretasi hasil tes. Melalui uji coba yang dilakukan, instrumen tes diagnostik ini dinyatakan valid dan reliabel dengan nilai reliabilitas sebesar 0,985.

scholarly journals Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

2022 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Hendra Musfa Dirman ◽  
Fatni Mufit ◽  
Festiyed Festiyed
Keyword(s):  
High School ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Optical Devices ◽  
Multiple Choice Tests ◽  
Advantages And Disadvantages ◽  
High School Physics ◽  
Choice Tests ◽  
Four Levels

Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

scholarly journals Analisis Miskonsepsi Mahasiswa dengan Menggunakan Certainty of Response Index (CRI) Pada Materi Anatomi Tubuh Manusia

2017 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Mike Dewi Kurniasih
Keyword(s):  
Diagnostic Test ◽  
Regulatory System ◽  
University Student ◽  
Human Anatomy ◽  
Survey Method ◽  
Learning Method ◽  
Male And Female ◽  
Response Index ◽  
Descriptive Research ◽  
Student Misconception

<p>The aim of this research was to identify and analyse the student’s misconception on human anatomy. This is a descriptive research with survey method. Instrument that is used are interview and misconception diagnostic test which include Certainty of Response Index (CRI) with range 0-5. This research identify that most of the student’s misconception appears on topic excretory system anatomy with 42,22 % dan regulatory system anatomy with 40,00%. Generally the average of student misconception on human anatomy is 27,62 %. There are 3 items of diagnostic test that shows the highest misconception, they are blood vessels color, lungs size dan the function of urethra in male and female. Misconception that is identified are commonly about structure, location, color and the organ size. Based on the interview, the factors that built the student’s are their prior concept. The prior concept formed since they were in elementary school until they became university student. Teacher, textbook, experience and learning method are contribute on their misconception.</p>

scholarly journals Four-Tier Diagnostic Test Assisted Website for Identifies Misconceptions Heat and Temperature

2021 ◽  
Vol 7 (1) ◽  
pp. 35-42
Author(s):  
Evi Septiyani ◽  
Dwi Nanto
Keyword(s):  
Educational Research ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
Time Constraints ◽  
Student Misconception

Misconceptions get special attention in educational research because they are inhibiting students in learning. Misconceptions often occur in learning physics, especially the concept of heat, and nearly every sub-concept of physics on students experience various misconceptions. One of them is defining heat.  Many students believe that temperature is considered as a unit of measure for the amount of heat. This is a wrong conception. Thus, it needs to be identified using appropriate diagnostic test instruments to reduce students’ misconceptions. Four-tier diagnostic tests can detect students’ misconceptions because they can dig deeper into understanding students’ conceptions. Unfortunately, the diagnostic tests of student misconception are still rarely applied at most schools. The reason is time constraints in the implementation and correction of the diagnostic tests. Therefore, here we report digital four-tier diagnostic test instruments of student misconception on heat and temperature through a helpful website and can be accessed anywhere.

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