Four-tier Diagnostic Test Research Articles

Analysis of Students’ Misconceptions on Electrochemistry Material using the Four-Tier Diagnostic Test Instrument

This study was conducted to determine the percentage and causes of student misconceptions in electrochemistry using the Four-Tier diagnostic test instrument. The research was conducted using a quantitative-qualitative descriptive method. The data collection technique was done through written tests with four-tier diagnostic test instruments and non-tests through interviews. The research subjects were students of the 2021 batch of Chemistry Education at FKIP Lambung Mangkurat University Banjarmasin. The results showed that 34% of students experienced misconceptions. Students experienced misconceptions in electrochemistry and electromotive power (DGL) sub-matter by 25.27%; the thermodynamic aspect of electrochemistry experienced the smallest misconception of 7.69%; DGL and temperature by 12.09%; connecting the Nernst equation with pH measurements by 17.58%; concentration cells by 14.29%; electrolysis by 12.64%; and corrosion sub-matter by 10.44%. Misconceptions occur in electrochemical materials because students think that salt bridges play a role in accelerating reactions. Students were confused about determining the relationship between DGL and temperature; and they were less careful in determining whether a chemical reaction is spontaneous or not. In addition, students were less careful in determining the actions of the gilding process.

Teachers' Perception of Four-Tier Diagnostic Test Instrument Equipped with Self-Diagnosis Sheet to Identify Students' Misconception on Linear Motion Material

The purpose of this study was to determine the perception of physics teachers towards the four-tier diagnostic test instrument equipped with self-diagnosis sheet to identify students' misconceptions on linear motion material. The research method used in this study is a mixed method with Sequential Explanatory Design. Data were collected first using a questionnaire and then analyzed using descriptive analysis. The questionnaire was distributed to 14 physics teachers and 96 high school students in Lampung Province. The results showed that teachers have a positive perception of the use of a four-tier diagnostic test instrument equipped with a self-diagnosis sheet feature to identify students' misconceptions on straight motion material. The results showed that 87% of teachers had never identified students' misconceptions on straight motion material. The results also show that 90% of teachers only use the results of daily tests as a benchmark to determine the misconceptions experienced by students. Misconceptions in this straight motion material certainly affect the learning outcomes of students, it is known that only 46% of students reach the KKM on straight motion material. And the results of the questionnaire show that 95% of teachers have never identified the misconceptions of students on linear motion material to make and use any type of multilevel diagnostic test instrument because the teacher has no difficulty in making it. So an effort is needed to overcome these problems, namely by making valid, practical, and effective multilevel diagnostic test instruments. Based on the results of the study, it can be concluded that a four-tier diagnostic test instrument equipped with a self-diagnosis sheet is needed to identify students' misconceptions on linear motion material.

IDENTIFICATION OF MISCONCEPTIONS ON THE MATERIAL OF SOUND WAVES USING THE FOUR TIER DIAGNOSTIC TEST IN TOLITOLI REGENCY

This research aims to describe the misconceptions that occur in sound wave material in Class VIII Public Middle School Tolitoli Regency by using a four-tier diagnostic test. This type of research is descriptive qualitative. The subjects in this study were 60 students from class VIII of Public Middle School 2 Tolitoli, junior high school Negeri 5 Tolitoli, and Public Middle School 8 Tolitoli. Determination of respondents using a purposive sampling technique, namely by taking respondents who experienced the highest misconceptions as many as 10 students. The results showed that the misconceptions that occurred in students of Public Middle Schools in Tolitoli Regency with low misconception criteria, namely at 27%, The identification results showed that students of Public Middle Schools in Tolitoli had understood the concept of sound waves well so that the results achieved were based on the misconception criteria, namely low.

MISCONCEPTION ON STOICHIOMETRIC MATERIAL IN STUDENTS USING THE FOUR-TIER DIAGNOSTIC TEST

Chemistry is a difficult science when studying it, which leads to misconceptions. Misconceptions can be identified using The Four-Tier Diagnostic Test. The aim of the research is to find out misconceptions about solar stoichiometry using The Four-Tier Diagnostic Test. The type of research is descriptive and the research approach is qualitative. The research subjects were students of XII IPA 1, 2, 3, and 4 at SMAN 1 Barabai. The object of research is the misconception of stoichiometric materials. The research results showed that from 9 materials, all of them were proven to be misconceptions. The misconceptions are: (1) The formula used is inverted, (2) Wrong calculation of the number of digits, (3) The formula used is wrong, (4) Two different material concepts but are considered the same, (5) Wrong calculation of the number atoms in molecules, (6) Misunderstanding the definition of the concept of matter, (7) Wrongly determining the value of the concept of matter.

Analysis of Junior High School Students’ Misconceptions About the Human Excretion Using a Four-Tier Diagnostic Test

This study aimed to measure middle school students’ conceptions and misconceptions related to human excretion using a four-tiered diagnostic test. Using a cross-sectional survey design, responses of 113 eighth-grade students, convenience sampled from two schools in Bandung were collected. A four-tiered instrument was developed specifically for the focus of this study and the data analyzed below consists of test results and interviews with teachers. The findings indicate that students’ conceptions of the human excretory system fall into several categories: scientific knowledge (SK) at 46.90%, false positive (FP) at 13.09%, false negative (FN) at 6.13%, misconception (M) at 20.45%, and lack of knowledge (LK) at 13.43%. The most common misconceptions relate to diseases and disorders (38%) and sweating and body thermoregulation (31%). These misconceptions may arise due to factors such as students’ lack of enthusiasm for learning and limited engagement during the learning process. Consequently, there is a need for improved teaching approaches to address misconceptions associated with human excretion and to foster a more comprehensive scientific understanding among students.

Identifying Students’ Misconceptions about Chemical Bonding Using a Four-Tier Diagnostic Test

Identifying Students’ Misconceptions about Chemical Bonding Using a Four-Tier Diagnostic Test

Identification of Students' Misconceptions using Four-Tier Diagnostic Assessment in Physics Learning Phase F

This research aims to identify students' misconceptions about momentum and impulse material using a four-tier diagnostic assessment instrument to implement learning evaluation in the Merdeka curriculum. This type of research is descriptive with a qualitative approach, with data collection techniques carried out through assessments and interviews. Interview data is used to reinforce assessment data. The instrument used in the study is a four-tier diagnostic test on momentum and impulse developed by the researchers. The results showed that 50% of students experienced misconceptions about momentum matter due to the assumption that if two objects move with the same kinetic energy should have the same speed so that the momentum of both objects can be determined by ignoring their velocity. Then, as many as 13. 9% of students experience misconceptions about the law of conservation of matter momentum because of students' assumptions that ignore direction on velocity vector quantities. In other physics concepts, some students are less careful in calculations. The results of this study are expected to be a reference for teachers in designing more meaningful Merdeka curriculum-based learning plans to help students better understand the concepts of momentum and impulse.

Identification of High-School Students’ Conceptual Challenges Related to Alcohols and Carbonyl Compounds by Means of a Four-Tier Diagnostic Test

Identification of High-School Students’ Conceptual Challenges Related to Alcohols and Carbonyl Compounds by Means of a Four-Tier Diagnostic Test

Identifying Student Misconceptions on Momentum and Impulse Using Four-Tier Diagnostic Test Instrument with CRI

Identification of students' misconceptions is crucial in Physics learning as an evaluation tool to address and reduce these misconceptions. This study aims to assess the quality of a four-tier diagnostic test using the CRI instrument, assisted by JotForm, and describe the profile of students' misconceptions related to momentum and impulse. The quality of the instrument is evaluated based with validity and reliability. The research follows the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. The instrument is developed during the analysis, design, and development stages. The implementation and evaluation stages involve capturing the profile and causes of students' misconceptions. The instrument's quality is assessed based on theoretical validity, which reached 89.29%. Empirical content validity haved percentages of false positives 6.93%and false negatives 6.53%. The empirical validity of the construct, with a significance level of 0.05, resulted in an rtableof 0.273. From the 15 questions tested, 12 questions were found to have empirical validity, and a reliability score of 0.475 was obtained. The study revealed that 3 students had low misconceptions, 14 students had medium misconceptions, and 6 students had high misconceptions. The causes of students' misconceptions were primarily false positives and humanistic thinking, accounting for 28.56%. In conclusion, the instrument developed in this study is valid and reliable, and it effectively identifies the profile and causes of students' misconceptions.

The Development of Four-tier Diagnostic Test for Identifying Misconception in Chemical Equilibrium of Students Pharmacy Vocational School

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.

Identifikasi dan Remediasi Miskonsepsi dengan Pendekatan Perubahan Konseptual pada Materi Kesetimbangan Kimia

Identifying misconceptions in chemistry learning is important to improve the quality of learning. The use of appropriate learning approaches is needed to correct students' misconceptions. This research aims to identify and remediate students' misconceptions about chemical equilibrium material by using a conceptual change approach. The method used was a quantitative-pre-experimental method with a one-group-pretest-posttest-design. The sampling technique was purposive sampling with number of samples was 63 student of eleventh grade. The instrument used was a four-tier diagnostic test based on CRI. Data was obtained by giving the tests to students twice, before and after the remediation of misconceptions using a conceptual change approach. Based on the results of identifying the initial level of students understanding, it was found that the category of understanding the concept about 41%, misconceptions about 41%, and did not understand the concept about 18%. Misconceptions with high criteria were identified in the equilibrium constant sub-material of about 65%. The remediation of misconceptions was carried out by using a conceptual change approach to chemical equilibrium material. The changes in students' understanding level are based on the average N-gain value, namely students' concept understanding of 0.77 in the high category, misconceptions of -0.79 in the decreasing category and not understanding the concept of -0.72 in the decreasing category. The reduction of high criteria misconceptions in the equilibrium constant sub-material with an N-gain value of -0.78 in the decreasing category. It was concluded that remediation using the conceptual change approach could reduce students' misconceptions.

ANALYSIS OF STUDENTS’ MISCONCEPTION PROFILE ON HUMAN RESPIRATORY SYSTEM MATERIAL USING FOUR-TIER DIAGNOSTIC TEST

In science subjects, the material of the human respiratory system is widely misconceived by students. These students' misconceptions need to be identified because it may cause students to have difficulty connecting old concepts with new concepts. Based on this, a study was conducted to determine the students' misconception profile on the material of the respiratory system. This research method uses descriptive methods with a quantitative approach. This study involved 90 students of class VIII in Driyorejo District. The instrument used in this study was a four-tier diagnostic test with total 20 questions related to human respiratory system.. The results show that students in junior high schools in Driyorejo District experience 52% misconceptions which is categorized as moderate. Misconceptions occur in all concepts of respiratory system material with the highest percentage of misconceptions in the concept of respiratory frequency which is misconceived by 62% of SMP 5 YPM students.

Nature of senior high school chemistry students’ alternative conceptions in organic qualitative analysis

Chemical analysis is one of the important areas in learning chemistry as it inculcates in students the spirit of deductive reasoning enabling them to apply theoretical knowledge acquired in practical problems. Organic qualitative analysis (OQA) offers students the opportunity for identification of unknown organic chemicals in substances including toxic substances. Students’ alternative conceptions in OQA have been reported in the literature with the nature of the alternative conceptions yet to be investigated. Thus, this study investigated the nature of students’ alternative conceptions in OQA using a four-tier diagnostic test instrument. With the use of a cross-sectional survey design, 345 senior high chemistry students were randomly selected to participate in the study. The quantitative data collected were analyzed using descriptive statistics. The findings of the study revealed the nature of students’ alternative conceptions in OQA as significant and genuine. The study, therefore, recommended to chemistry teachers and educators to help not only diagnose students’ alternative conceptions but also explore the nature of their alternative conceptions as this helps in selecting more effective instructional teaching strategies that cause conceptual changes in students to help improve their conceptualization of abstract chemistry concepts.

The Characteristics of Four-Tier Diagnostic Test: Classical Test Theory Perspective

The Characteristics of Four-Tier Diagnostic Test: Classical Test Theory Perspective

Development of Four-tier Diagnostic Test Instrument to Introduce Misconceptions and Identify Causes of Student Misconceptions in the Sub-topic of Bernoulli's Principle

The objective of this study is to create a misconception test instrument for identifying and understanding misconceptions in students regarding Bernoulli's Principle, particularly during hybrid learning. The validity and reliability of the test instrument are described in order to assess its effectiveness. Descriptive analysis techniques were employed to analyze the data. The findings revealed that the test instrument exhibits high validity (94.16%) and reliability (0.72%). On average, 34.9% of students were found to possess misconceptions regarding the sub-topic of Bernoulli's Principle. Item number 5 was identified as having the highest misconception rate (53%), specifically in relation to determining the speed of airflow above and below an aircraft's wings. These findings indicate that some students lack a comprehensive understanding of the fundamental concepts underlying Bernoulli's Principle, relying solely on its equations. Consequently, this research suggests that teachers can mitigate misconceptions and identify their causes by employing a four-tier diagnostic test, especially in the context of the sub-topic of Bernoulli's Principle

A study of the readiness of post-pandemic computer-based four-tier diagnostic test (CBFTDT): A review of economic level, school grades, and device accessibility

Student readiness for using computer-based assessment was affected by economic level, school grade, and device accessibility. This study analyzed student readiness using a computer-based assessment, the four-tier diagnostic test (CBFTDT). The data in this study were students' responses to a questionnaire consisting of 16 statements about three aspects: mental access, skill access, and usage. The questionnaire consists of 16 statements with three aspects: items, media, and effectivity. The questionnaire was proved valid by experts and its estimated reliability score was 0.99. This study proved that the Student is still not ready to use the computer-based assessment, with an average readiness of 60%. In addition, there is no effect of economic level, school grade, and device accessibility on the readiness for using the computer-based assessment. Hence, the treatment of all stockholders is needed to prepare students to use the computer-based assessment.

An investigation of item bias in the four-tier diagnostic test using Rasch model

The existence of item bias in a set of measuring instruments can threaten the instrument’s validity. Based on the Rasch model, this study evaluated item bias in the four-tier heat and temperature diagnostic test (4T-HTDT). This study used a cross-sectional quantitative survey method. There were 241 students selected using a stratified random sampling technique. The 4T-HTDT instrument consisted of 20 items grouped into five concept groups. Students’ conceptual understanding was grouped into five categories, namely scientific knowledge (Rating=5), false positive (Rating=4), false negative (Rating=3), misconceptions (Rating=2), and lack of knowledge (Rating=1). The differential item functioning (DIF) score was used to evaluate item bias in the 4T-HTDT. Bias was reviewed based on the respondent’s gender, class, and school. The item has DIF if the probability value is <5%. The results showed that 35% (7 out of 20 items) spread over five groups of heat and temperature concepts were biased. However, excluding seven DIF items from the measurement set would not significantly affect the composition and distribution of items. Thus, the 13 items in the 4T-HTDT instrument are free from bias and can be used to evaluate the conceptual understanding of high school students.

MISCONCEPTION DIAGNOSTIC IN QUANTUM NUMBER MATERIALS AND ELECTRON CONFIGURATION

The purpose of this research is to design a four-tier diagnostic test instrument on electron configurations and quantum numbers that can be used to analyze misconceptions. The four-level diagnostic test instrument is an assessment instrument that functions to assess students' conceptual comprehension in understanding a subject matter. The four tier test has four levels, namely knowledge questions, confidence questions in completing questions, reasons for answering questions, and confidence in giving reasons. This study uses a descriptive qualitative method with the stages of analyzing the problem, collecting data, product design, validating the design, and conducting instrument trials. The results showed that the designed diagnostic instruments were feasible and reliable. Instrument test results indicate that indicator a) determines the magnitude of the four quantum numbers (n,ℓ,mℓ, ms) in an orbital; b) identify the characteristics and functions of the azimuth quantum number (ℓ); c) determine the spin magnetic quantum number (ms) of the electron in the orbital; and d) determine the spin magnetic quantum number (ms) of a single electron in an orbital, which is the most misunderstood.

Rekonstruksi Diagnostic Test Four Tier Berbasis HOTS (High Order Thingking Skill) Pada Materi Fiqih Kelas X di MA Negeri 3 Jombang

This research was conducted to develop an assessment instrument diagnostic test four tier. Diagnostic test four tier is one of the instruments used to diagnose student’s level of conception oon a concept. The purpose of this study was to design a four-tier diagnostic test assessment instrument based on high order thinking skills (HOTS) and also to determine the feasibility of understanding student’s concept that were valid and reliable. This research is a development research that uses a 4-D model, namely define, design, develop, and disseminate. The data analysis technique uses validation, validit, reliability and difficulty level and using SPSS 21 calculations. The results of the overall validation obtained that the average score of the four-tier diagnostic test instrument was 3.04 and valid or suitable for use. The results of the instrument validity test obtained 17 valid questions and the results of the instrument reliability test obtained a value of 0.901 in the very high category. Therefore, the four-tier diagnostic test assessment instrument based on high order thinking skills (HOTS) on fiqh material for class X MA Negeri 3 Jombang deserves to be tested in the learning process.

The Development of a Four-Tier Diagnostic Test Based on Modern Test Theory in Physics Education

<p style="text-align: justify;">Diagnostic tests are generally two or three-tier and based on classical test theory. In this research, the Four-Tier Diagnostic Test (FTDT) was developed based on modern test theory to determine understanding of physics levels: scientific conception (SC), lack of knowledge (LK), misconception (MSC), false negatives (FN), and false positives (FP). The goals of the FTDT are to (a) find FTDT constructs, (b) test the quality of the FTDT, and (c) describe students' conceptual understanding of physics. The development process was conducted in the planning, testing, and measurement phases. The FTDT consists of four-layer multiple-choice with 100 items tested on 700 high school students in Yogyakarta. According to the partial credit models (PCM), the student's responses are in the form of eight categories of polytomous data. The results of the study show that (a) FTDT is built on the aspects of translation, interpretation, extrapolation, and explanation, with each aspect consisting of 25 items with five anchor items; (b) FTDT is valid with an Aiken's V value in the range of 0.85-0.94, and the items fit PCM with Infit Mean Square (INFIT MNSQ) of 0.77-1.30, item difficulty index of 0.12-0.38, and the reliability coefficient of Cronbach's alpha FTDT is 0.9; (c) the percentage of conceptual understanding of physics from large to small is LK type 2 (LK2), FP, LK type 1 (LK1), FN, LK type 3 (LK3), SC, LK type 4 (LK4), and MSC. The percentage sequence of MSC based on the successive material is momentum, Newton's law, particle dynamics, harmonic motion, work, and energy. In addition, failure to understand the concept sequentially is due to Newton's law, particle dynamics, work and energy, momentum, and harmonic motion.</p>