ANALISIS MISKONSEPSI BIOLOGI BERBASIS TES DIAGNOSTIK FOUR-TIER MULTIPLE CHOICE BERBANTUAN CRI PADA MATERI PERUBAHAN LINGKUNGAN DI SMA NEGERI 3 SAMARINDA

In the physics learning process, one of the things to look out for is developing a change in the student's concept that extends the concept from incomplete concepts to complete and perfect. These concepts often deviate from the correct concept. Misconception are initial concepts that are inconsistent with the scientific concepts agreed by experts. This departure from the concept is known as a misunderstanding. This study aims to determine the extent of student misunderstandings in physics material at SMA Negeri 8 East Halmahera using the Certainty Of Response Index. The subjects used in this study were 30 students from Class XII MIA at SMA Negeri 8 East Halmahera. Retrieving data in this study in the form of a multiple choice diagnostic test (reasoned multiple choice test) 50 numbers, accompanied by the CRI (Certainty of Response Index) of the students on Effort and energy 15 items, Temperature and Heat 17 items and 18 static electricity. The data were analyzed qualitatively. From the results of the data analysis, the following conclusion emerged: The degree of misconception of material temperature and heat was 47%. This was the ultimate misconception of the three materials. This proves that most of the students do not understand the material temperature and heat compared to the material from Effort and energy with a misunderstanding rate was 13%, and the static electricity where a misunderstanding occurred was 20%. Overall, the misunderstanding among students is still low at 35%.

This study aims to analyze the category of understanding the concept of kinematics using Certainty of Response Index (CRI) assisted Computer Based Test (CBT) and to determine misconceptions in class XI students of SMA Negeri 19 Palembang. The method used in this research is descriptive and the instrument used in this study is a multiple choice test using CRI and reason. The test was conducted on 57 students from class XI IPA 1 and XI IPA 3. Rasch modeling is used for the processing stage from raw data to logit numbers which will provide information related to infits and outfits in the ministep software besides manual analysis using CRI. The result of the analysis that have been carried out considering students who are outliers or misfits, data from the ministep software and the reasons for the answer given, 41 students are obtained according to the Rasch modeling and 16 students who are outliers or misfits. The result showed that the average score of concept understanding was 23.44%, while for the concept understanding category it was 2.15%, the concept understanding category but not sure was 0.00%, the misconception category was 70.02% and did not understand the concept of 27.83%. The result of the interview found several causes of misconceptions, namely the references form used in the languange in the book was difficult to understand and the learning model usel was not quite right.

The purpose of this study was to identify misconceptions using the certainty of response in undergraduate students through a case study of mathematical chemistry subject by experimental demonstration of adsorption. The concept of mathematical chemistry was conveyed to students by using an explanation video. The video also directs students to do practical experiments on adsorption. The data obtained can be used to determine the isotherm adsorption model that fits with their experimental phenomena. Students analyze the data obtained by using their understanding of the mathematical chemistry concepts that have been taught. Misconceptions on students were analyzed using pretest-posttest by giving 20 questions followed by the guess level (CRI). Based on the answers given, students' understanding of the concepts being taught can be identified as understanding the concept, lucky guess, do not understand the concept, and misconceptions. This research can be used as a reference to identify misconceptions in students and can be applied in various subjects.

The purpose of this study is to map the profile of high school students' conceptual understanding in physics subjects with the Doppler effect and sound intensity levels, and to show the causes of misconceptions in high school students from the results of the Certainty of Response Index (CRI) method applied. The research method is descriptive quantitative with data analysis techniques in the form of descriptive statistics. The data collection technique used is an ordinary multiple choice test instrument equipped with a confidence level scale using the model CRI (Certainty of Response Index). This confidence scale is used as data for understanding students' concepts in answering questions that are analyzed statistically. The research subjects were 66 high school students in class XI who were randomly selected and had received lessons on sound waves. The test results showed that there were misconceptions in each item with the largest percentage of 45.45% in item number 3 and the smallest 12.12% in item number 2. Other responses in the form of lucky guess and not knowing the concept were also found with varying percentages. The misconceptions encountered occurred in the use of signs for the speed of the observer and the speed of the source, the relationship between distance and number of sound sources at the level of sound intensity, and the relationship between sound magnitudes. The results of this concept understanding profile are expected to be information for teachers to be able to overcome students' misconceptions and arrange appropriate learning strategies during the learning process.

This study aims (i) to determine the level of understanding of high school students on the concept of cells (ii) to identify which basic competencies of the concept of cell students who experience misconceptions. This research is descriptive research. The method used to identify misconceptions that occur in students is the Certainty of Response Index (CRI). The sample in this study were students from 8 senior high schools in the city of Makassar. The instrument used in the form of a reasoned multiple choice diagnostic test equipped with CRI values and structured interviews to determine the causes of misconceptions.The results showed that high school students in the city of Makassar experienced misconceptions on the 6 Basic Competencies about the concept of cells which were studied with the tendency of students to experience more misconceptions in Basic Competence 3.2 to compare transport mechanisms in membranes (diffusion, osmosis, active transport, endocytosis, and exocytosis) from observations and Basic Competence 4.2 experiment with diffusion and osmosis by using potato tubers or spinach or salted stem and linking them to trans membrane transport events

This study aims to analyze misconceptions and diagnose the causes of misconceptions in learning chemistry on acid-base material experienced by high school students in the second year. The research method used is descriptive qualitative with a squental explanatory design. The research subjects consisted of all students of class XI IPA 2 SMA Hasanuddin Gowa. The research instruments used include diagnostic tests and interview guidelines. Data were collected through two-tier multiple choice diagnostic tests supported by CRI (Certainty of Response Index) and interviews. The results of the analysis showed the presence of misconceptions in all indicators of the acid-base concept, with an average percentage of misconceptions exceeding 20%. The highest level of misconception was found in the concept of pH in the environment (63.0%), while the lowest misconception was found in the concept of acid-base indicators (33.3%). Diagnosis of the causes of students' misconceptions includes students' lack of mastery of chemical representations, the existence of intuitive and associative thinking, and students' lack of interest in learning chemistry.Keywords: Misconception, two-tier multiple choice, CRI, acid-base.

Penelitian ini bertujuan untuk mengidentifikasi pemahaman konsep gaya di kalangan siswa SMA Negeri 1 Bati-Bati menggunakan metode Certainty of Response Index (CRI). Penelitian ini menggunakan pendekatan survei deskriptif kuantitatif, yang dilaksanakan dari Desember 2020 hingga Juni 2021, melibatkan 65 siswa kelas XI IPA yang dipilih secara acak. Instrumen penelitian terdiri dari 20 soal yang diadaptasi dari Force Concept Inventory, mencakup topik-topik seperti identifikasi gaya, kinematika, serta Hukum I, II, dan III Newton. Hasil penelitian mengungkapkan tingkat miskonsepsi yang signifikan di antara siswa, terutama dalam memahami Hukum III Newton, di mana tingkat miskonsepsi mencapai 91%. Secara keseluruhan, 86,75% siswa menunjukkan adanya miskonsepsi, sementara hanya 3,65% yang menunjukkan pemahaman konsep yang benar. Metode CRI terbukti efektif dalam membedakan antara siswa yang menebak jawaban dan yang yakin dengan pengetahuannya. Penelitian ini menekankan pentingnya intervensi yang tepat dan strategi pengajaran yang efektif untuk mengatasi miskonsepsi ini. Keterbatasan penelitian ini termasuk ukuran sampel yang terbatas pada satu sekolah, yang dapat mempengaruhi generalisasi hasil. Selain itu, penelitian ini tidak melibatkan intervensi untuk memperbaiki miskonsepsi yang teridentifikasi. Penelitian masa depan sebaiknya memperluas ukuran sampel, menyesuaikan instrumen dengan konteks pendidikan lokal, dan memasukkan intervensi eksperimental untuk meningkatkan pemahaman konsep. Temuan ini berkontribusi signifikan pada pengembangan pendidikan fisika, menyediakan dasar untuk memperbaiki metode pengajaran dan mengatasi miskonsepsi siswa. Assessment of Conceptual Understanding Capabilities of High School Students at SMA Negeri 1 Bati-Bati Using the Certainty of Response Index Method in the Context of Force Abstract This study aimed to identify the conceptual understanding of force among students at SMA Negeri 1 Bati-Bati using the Certainty of Response Index (CRI) method. The research employs a descriptive quantitative survey approach, conducted from December 2020 to June 2021, involving 65 randomly selected students from the 11th-grade science program. The research instrument consists of 20 questions adapted from the Force Concept Inventory, covering topics such as force identification, kinematics, and Newton's First, Second, and Third Laws. The findings reveal a significant level of misconceptions among students, particularly in understanding Newton's Third Law, where the misconception rate reached 91%. Overall, 86.75% of students demonstrated misconceptions, while only 3.65% showed correct understanding. The CRI method proved effective in distinguishing between students who guessed the answers and those who were confident in their knowledge. This study underscores the importance of targeted interventions and effective teaching strategies to address these misconceptions. Limitations of this research include the sample size being limited to one school, potentially affecting the generalizability of the results. Additionally, the study did not involve intervention to correct identified misconceptions. Future research should expand the sample size, adapt the instrument to the local educational context, and include experimental interventions to improve conceptual understanding. The findings contribute significantly to the development of physics education, providing a foundation for improving teaching methods and addressing student misconceptions.

This study aims to analyze learning difficulties in relation to students' levels of conceptual understanding—categorized as conceptually understood, misconceptions, and lack of understanding—among 11th-grade science students (Grade XI MIPA) in the Teupah Barat District, specifically concerning the topic of hydrocarbons. A Two-Tier Multiple Choice diagnostic test was employed as the primary instrument. The study utilized a qualitative descriptive method. The population comprised all Grade XI MIPA students from senior high schools in the Teupah Barat District. The sample included 40 students from SMA Negeri 1 Teupah Barat and SMA Negeri 2 Teupah Barat, selected using purposive sampling techniques. Data analysis was conducted using descriptive statistics to process and interpret the students' responses. The results indicate that the Two-Tier Multiple Choice diagnostic test was effective in identifying students' conceptual understanding and in uncovering alternative conceptions through dominant incorrect answer choices that diverged from scientifically accurate concepts.The findings reveal that among the participants, 64% demonstrated conceptual understanding, 23% exhibited misconceptions, and 13% showed a lack of understanding regarding the topic of hydrocarbons. These results highlight the diagnostic tool's utility in pinpointing areas where conceptual reinforcement is necessary to enhance students’ comprehension in chemistry education.

This study aimed to examine the effect of cognitive conflict learning strategies on students' conceptual change. This research was conducted in SMA Negeri 1 Tanjung Batu at even semester 2012-2013 academic year with the research subject is a class XA. The method used in this research is a pre - experimental methods with one group pre-test and post -test design. Data collection techniques used is a test. The tests used are also equipped with Certainty of Response Index (CRI) to look at students' conceptual change. Hypothesis test used is the t-test. The results of the analysis of the test data obtained t count = 23.74 while the t table = 2.03. Based on testing criteria, H0 is rejected, because of t count > t table , so it can be concluded that the learning using cognitive conflict strategy can affect students' conceptual change. N - gain or increase in students' understanding of concepts with high category is equal to 0.75 .

One of the misconceptions can be identified by using CRI (Certainty of Response Index). The purpose of this study was to identify the misconceptions of class XII high school students in the city of Pekanbaru on the material of Photosynthesis and Plant Respiration using the Certainty of Response Index (CRI) method. This research is a survey research. The location of this research was carried out at two high schools in Pekanbaru, namely SMA N 15 Pekanbaru and SMA IT Az-Zuhra Pekanbaru. The number of samples in this study is the total population of the two SMAs. The data collection technique was carried out using a written test instrument in the form of a multiple choice test accompanied by CRI. The average percentage of students' misconceptions of SMA IT AZ-ZUHRA and SMAN 15 Pekanbaru on the concept of photosynthesis, the highest percentage is in the sub-concept of the benefits of photosynthesis for plants by 96.15% and the lowest percentage is in the sub-concept of photosynthetic pigments at 53.19%. The average percentage of students' misconceptions at SMA IT AZ-ZUHRA and SMAN 15 Pekanbaru on the concept of plant respiration, the highest percentage is found in the sub-concept of understanding respiration in plants of 84.62%. The lowest percentage is found in the sub-concept of understanding breathing and the sub-concept of when plants breathe, each of which is 67.58%.

Student’s understanding that is not in accordance with scientific concepts becomes an obstruction in the process of studying and effect on the result of studying itself. Therefore, an effort is needed to fix and find out the students’ misconception. Therefore, this study aims to identify the level of student’s concept understanding and misconceptions on the material of straight motion at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang. This study is the descriptive research by using quantitative approach. The instrument used is the Four-Tier Multiple Choice Test with a Certainty of Response Index (CRI) scale. The study population was all students of class X at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang in the academic year 2021/2022. The simple random sampling technique is used in this study as much as 20% of the total population, so the number of samples in this study was 135 students. The results indicate that the level of student’s concept understanding on the material of straight motion at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang was in the low category with the level of misconceptions in the medium category. At SMAN 11 Padang the percentage of understanding concepts is 14.1% and misconceptions is 44.9%. At SMAN 13 Padang the percentage of understanding concepts is 13.2% and misconceptions is 47.7%. And at SMAN 16 Padang the percentage of understanding concepts is 12.6% and misconceptions is 55.7%. It can be stated that the level of student’s concept understanding is more dominant in the category of misconceptions in straight motion material.

Chemical equilibrium material includes abstract concepts, mathematical calculations, and involves macroscopic, microscopic and symbolic representations. The characteristic of the chemical equilibrium have the potential to cause students to have difficulty understanding the material which can lead to misconceptions. One of the test instruments that is expected to be effective in identifying misconceptions in student is a Four-Tier Diagnostic Test.
 This study aimed to develope a Four-tier Diagnostic Test Instrumen that can identifity misconceptions of chemical equilibrium in student’s pharmacy vocational school, know the quality of the developed diagnostic test items and find out informations about the analysis results of the diagnostic test.
 This study was a development research by Borg & Gall, 4D (defining, designing, developing, disseminating) with content validation by three validators. The participants of main field testing were 60 grade XI students of pharmacy vocational school. Data collections is to provide four-tier diagnostic test in the form multiple choice with CRI (Certainty of Response Index), obeservation, interview and questionnaire. It used descriptive quantitative and qualitative.
 The result of is that the four-tier multiple choice diagnostic test instrument developed was declared to be feasible and met the criteria as a good problem with averege validity of 3,77 and reability of the best 0,80 included in the high category, discriminating power of the items composed 8 good questions and 12 enough questions and the difficulty test items composed 18 good questions and 2 difficult questions. There are many misconceptiond from chemical equilibrium developed.
 This research only developed Four-tier diagnostic test in the conigtive. The next researcher can be combine in the cognitive and afektif. Four-tier diagnostic test is able to identifity misconseptions of chemical equilibrium.

This Research aimed at identifying student misconception on Redox Reaction lesson at the tenth grade of State Vocational High School 5 Pekanbaru. It was Descriptive. Purposive sampling technique was used, and the sample were the tenth grade students of class TAV 2. Multiple choice with reasoning diagnostic test with CRI (Certainty of Response Index) column was the instrument used. Based on the research findings, it showed that there was a student misconception on Redox Reaction lesson. Sub concept was the highest misconception. The concept development of Redox Reaction lesson was 22.23%, sub concept of oxidation number was 19.05%, and sub concept of reducing and oxidation agents was 12.7%. Misconception happened because of the learning method that was teacher center, the lack of textbook reference, and the low of student learning interest. Based on the data analysis, it revealed that CRI was effective to be used to identify student misconception.
 
 Keywords: Misconception, Multiple Choice Test Reasoned Open, CRI (Certainty of Response Index), Redox Reaction Concept

Misconception is one of the problems faced by many students in learning physics. Misconception is a deviation from the actual concept and can be said to be an understanding of the wrong concept so that it is contrary to the concept set by the experts. Almost all materials in physics learning do misconception, one material that is considered necessary is straight motion. This research aims to identify the level of students' misconception in solving straight motion problems through a graphical representation approach and CRI (Certainty of Response Index). The method used is descriptive qualitative analysis. The research subjects were students of class X IPA in several SHS in Jember. Data collection is done by observation, test, and interviews. The results of data analysis showed that the average percentage of misconceptions of class X students of several SHS in Jember on straight motion materials through a graphical representation approach and CRI was 35.05%. This shows that the level of misconceptions is in the medium category. It is hoped that the teacher can analyze the initial conception to students so that misconceptions can be overcome immediately

Heat and its transfer is one of the physics materials that is useful in everyday life. Therefore, understanding the concept of heat and its transfer is very important for students. Concept understanding is categorized into certain criteria, namely understanding the concept, not understanding the concept and misconceptions. The aim of this research is to identify SMP/MTs students' understanding of the concept of heat and its transfer. The research subjects used were 19 students of MTs Hidayatus Salam Gresik class VIII-B. The research instrument used was an essay diagnostic test assisted by CRI (Certainty of Response Index). The results of the combination of student answers and the selected CRI scale showed that 47.32% of students understood the concept, 40.34% did not understand the concept, and 12.34% had misconceptions. Students' lack of conceptual understanding is more influenced by not understanding the concept than by misconceptions which is indicated by the average percentage value. In this case, misconceptions are not the main problem in the learning difficulties experienced by students regarding heat and transfer material.