Abstract
Diagnostic tests that have developed so far are used to determine whether students have misconceptions or not, even though through this test (in the form of multiple-choice tier test) it still has disturbing factors. This factor comes from the students themselves, the trial-and-error factor. Therefore, to strengthen the identification of students’ conceptions, an instrument is needed. The development of an answer argumentation instrument aims to ascertain whether students have experienced misconceptions. The answer argumentation instrument refers to the diagnostic four tier test instrument that has been developed by the researcher. In this study, the development of the instrument was implemented for students who were programming the Chemical Kinetics course. The answer argumentation instrument was validated by 5 raters to obtain content validity and construct validity data. The validation results show that the answer argumentation instrument as an instrument to strengthen the identification of students’ conceptions is valid in terms of content and constructs. The instrument can be used to strengthen the conclusions of grouping students based on their conceptions.
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