Developing Two-Tier Essay for Diagnostic Test Instrument to Identify Student Learning Difficulty

Bagas Abiyyu Pratama,Bambang Subali,Pratiwi Dwijananti

doi:10.24235/sc.educatia.v7i2.2683

Abstract

The purpose of this study was to develop a two-tier essay diagnostic test instrument (DTTE) to identify students' learning difficulties. The research adopted by Borg and Gall stages with data collection techniques used are interviews and tests. In the development, there were five valid items DTTE with material feasibility (100%), construction (95,5%), and language (100%). The development results showed the instrument reliability criteria using Cronbach's Alpha (0.76) for the limited trial and field test (0.81). Based on these results DTTE instruments meet the criteria of good, valid and reliable. Analysis of students' learning difficulties based on learning purpose, they are understanding the kinetic and potential energy, able to explain the influence of angle on work, able to explain the work sense in the graph, and understanding the effort by various styles, to understand relationship work with kinetic energy, with potential energy, and understand conservation of mechanical energy is 92.6%, 90.5%, 89.4%, 89.4%, and 91.5%.

Highlights

Science is a collection of experiences and knowledge arranged systematically, where each of these parts is interdependent (Syafiie, 2015)
The development of diagnostic instruments is in the form of test questions for students
T1 in Graph 1 shows the first learning goal, namely, understanding kinetic and potential energy, T2, T3, T4, and T5

Summary

Introduction

Science is a collection of experiences and knowledge arranged systematically, where each of these parts is interdependent (Syafiie, 2015). Physics is one of the branches of science where every understanding of the concept is interconnected. Students‟ understanding of a concept is very influential in learning other concepts (Siswaningsih, 2014). It is not just knowledge in the form of facts, concepts, and principles and a learning process that gives students direct experience in understanding the natural surroundings scientifically. Physics learning has a goal to let students think more with a scientific mindset about everything, especially regarding the natural environment (Syafiie, 2015)

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Conclusion