Four-tier Test Research Articles

Analisis Miskonsepsi terhadap Materi Rangkaian Listrik Searah (DC) Pada Siswa SMK Negeri Kota Kendari Menggunakan Four-Tier Diagnostic Test

This study aims to analyze the misconceptions of unidirectional electric circuit material in elementary school students of the city of Kendari using a four-tier test. Sampling uses a purposive sampling technique with the consideration of taking schools that have the same vocational training so that they get 4 classes from the Department of Computer and Network Engineering totaling 110 people. The population of this research is all students of SMK Negeri Kendari City. Data collection was carried out by providing a test instrument in the form of four-tier diagnostic test questions totaling 15 numbers, which were adopted from the 2018 Tami Beniarti questions and interviews. Data were analyzed using qualitative descriptive analysis to obtain a percentage of concept understanding, misconception, partial understanding, not understanding the concept and cannot be coded to students so that conclusions are obtained: (1) the average percentage of concept understanding is 12.8%, misconceptions are 24.1 %, do not understand the concept of 23.4%, understand partially by 37.5%, and cannot be coded as much as 2.2%, (2) Students' misconceptions of each sub-concept are successively electric current and potential difference (34) , 24%), electrical resistance and circuit resistance (23.94%), simple circuit analysis (17.88%), Ohm's law (21.82%), and Kirchoff's law (22.73%), (3) percentage of misconceptions among students in each vocational high school namely at SMKN 1 Kendari the percentage of misconceptions was 18.0%, for SMKN 3 Kendari the percentage of misconceptions was 19.7%, for SMKN 4 Kendari the percentage of misconceptions was 29.9%, whereas for SMKN 5 Kendari the percentage of misconceptions of 29.3%. Overall the percentage obtained for each school is of low category.

Four-Tier Diagnostic Test with Certainty of Response Index to Identify Misconception in Physics

This study aimed to develop a Four-Tier Test diagnostic test instrument that will be used to identify student misconceptions on work and simple machine topic. This research is a development research using the ADDIE model. The result of the research is a multiple-choice test instrument four-tier diagnostic test with the Certainty of Response Index (CRI) to identify misconceptions. The results of expert validation show that the questions are declared valid. Furthermore, the instrument was tested on grade VIII students of SMP Negeri 1 Kalirejo to determine the level of validity, reliability, difficulty, and differentiation on each item. Of the 20 items developed, 15 of them were declared feasible to identify student misconceptions

Changing Students' Conceptions of Newton's Second Law through Express-Refute-Investigate-Clarify (ERIC) Text

The aim of this research was to change students' conceptions of Newton's Second Law (NSL) through Express-Refute-Investigate-Clarify (ERIC) text. Students' alternative conception can be a problem to learn other physics concepts, especially on basic concepts such as acceleration, force and mass on Newton's Second Law. The research method was used mixed methods, with an embedded mixed method as a research design. The participant involved in this research were 31 students (15 boys and 16 girls, their age were 15-16 years old) at one of the senior high schools in Sukabumi, West Java, Indonesia. Data were collected through Multi-representation Of Tier Instrument On Newton's law (MOTION) as much as six questions in the form of a four-tier test. Students' conceptions were analyzed using the rubric. The quantitative data were the percentage of students' conceptions, while the qualitative data were obtained based on conceptual change and students' answers in the ERIC text. From the data analysis, the average percentage of Sound Understanding (SU) was enhanced and Alternative Conception was decreased from pre-test to post-test. It can be concluded that the use of ERIC text can change students' conceptions of Newton's Second Law into a scientific concept. Teachers can use ERIC text to enhance students' conceptual understanding or reduce alternative conceptions, especially on NSL.

Detecting Students’ Misconception in Simple Harmonic Motion Concepts Using Four-Tier Diagnostic Test Instruments

This research aims to develop the test instrument that is feasible in terms of validity, reliability, and difficulty level and to identify students' misconceptions in simple harmonic motion concepts. The development stages used in this research were the modifications result from Oriondo Dalo-Antonio, which included: (1) planning and design development, (2) trying out, and (3) measurement and interpretation of results. The instrument has been developed and categorized as effective because it is declared valid and reliable based on the criteria of the lowest and highest limit of the INFIT MNSQ which is 0.77 and 1.30, all test items are fitted with the PCM model, and the instrument's reliability has an item reliability value of 0.73 with a good category. The test instrument was applied to 60 students of the tenth-grade of senior high school. Based on the results, the four-tier test instrument developed was able to identify students' conceptual understanding of 36.4%, and 17.7% of students only understood parts of concepts, 40.7% of students experienced misconceptions, and 5.2% of students did not know the concept. The biggest misconception occurred in the subtopic frequency of simple harmonic motion by 75%, the relationship of the rope length with the pendulum vibration period by 60%, and 58.3% about the relationship between the total spring constant and the spring frequency. The instrument developed in this research was able to detect students' misconceptions, especially student learning experiences about simple harmonic motion

Concept progression of high school students related to the concept of parallel electric circuits as the effect of applying CCROI integrated with T-ZPD strategy

The aim of study was to obtain an overview of the effects of application of conceptual construction-reconstruction oriented instruction (CCROI) using the Tetrahedral-ZPD (T-ZPD) strategy on the concept progression of high school students related to the concept of parallel electric circuits. The categories of concept progression reviewed included: consistent with scientific conceptions, progress well, not progress and degradation. A pre-experiment method with one group two conceptual test design was used in this research. The number of research subjects was 38 students consisting of 20 females and 18 males, in one of high schools in the West Bandung district of West Java province. Data were collected by conception test in the four-tier test format related to the concept of parallel electric circuits. The results showed that at the first conceptual test, the state of conception of the students are: scientific conception (8%), misconception (62%), and no conception (30%), whereas at the second conceptual test, the students’ conception are: scientific conception (82%), misconception (13%), and no conception (5%). Based on the state of students’ conception it can be determined the number of students in each category of concept progression as follows: consistent with scientific conceptions (8%), progress well (74%), not progress (18%) and degradation (0%). These results indicate that the implementation of CCROI with the T-ZPD strategy has high effectiveness in facilitating the achievement of the category of concept progression that progresses well.

Development of an online-based instrument prior knowledge on the concept of cellular respiration

This research aims to produce valid and reliable prior knowledge questions on the concept of cellular respiration online by utilizing Google form media. The questions developed in this study are multiple choice questions with a four-tier test type. The sample in this study were students who took general biology courses at Faculty of Teacher Training and Education (FKIP) of Universitas Sriwijaya. Samples play a role in the evaluation process after prototype I was produced, at one-to-one (n = 13) and small group (n = 23) stages. The instrument used in the data collection process was a walkthrough, question readability questionnaire and questions. The questions given to the sample consisted of multiple choice questions on the grounds of open-ended questions (the development stage) and four-tiered multiple-choice test questions (the small-group evaluation stage). The use of the Goggle form in this study was carried out at the stage of giving open-ended question questions and the evaluation process at the one-to-one and small group stages. The results of this study indicate that the prior knowledge questions that have been developed are categorized as valid with an expert review rating of 80.5% and the reliability of the categorized questions is weak with a value of 0.37. The results of the expert review assessment revealed that the items developed were in accordance with the understanding of the concepts to be measured. Findings from the results of this study can be used as a reference for developing prior knowledge questions with the type of four-tier test to detect students’ understanding before learning is done. Thus the teacher is expected to choose the right learning strategy before the learning process.

Analysis of misconceptions by four tier tests in electrochemistry, case study on students of the chemistry education study program UIN Antasari Banjarmasin

This study aims to determine misconceptions on electrochemistry on the students of Chemistry Education Study Program UIN Antasari. The qualitative descriptive approach in this study was used to identify student misconceptions using the four-tier test. There are four (4) test levels which include: (1) multiple-choice with C2-C6 level, (2) confidence rating of the answer beliefs, (3) reasons for the answers, and (4) confidence rating of the reasoning beliefs for the answers. The three criteria used in the level of misconception consist of high, medium and low criteria. The results show that the students of the Chemistry Education Study Program of UIN Antasari experience misconception with moderate criteria on all electrochemical concepts which include the concepts of species undergoing oxidation and reduction in both Voltaic and electrolysis cells. Student’s misconception about the direction of electron flow, the condition of electron flow during electrolysis, and cathodic protection of iron.

An investigation of students’ conceptual understanding levels on fluid dynamics using four-tier test

Student repeatedly have difficulties in understanding complex physics concepts, such as fluid dynamic concept. It is occurred because the students’ conceptual understanding is low, thus indicating a low student mental model. The study aims to describe the students’ conceptual understanding levels on fluid dynamic using four-tier diagnostic test. A four-tier diagnostic test is a multiple-choice diagnostic test that have four tiers consist of answer tier, confidence ratings for the answer tier, and reason tier. The instrument test utilized to describe students’ conceptual understanding level regarding to the mental models. This research uses a descriptive-quantitative method. The data were analyzed using the four-tier diagnostic test rubrics that were used in related literature to analysis students’ conceptual understanding levels. The subject of this study is 24 students in the eleventh grade (16-17 age in average) at high school in Bandung. The results show that students’ conceptual understanding levels mostly in sound understanding/SU (35,27%), partial understanding/PU (42,91%), alternative understanding/AC (17,82%) and no understanding/NU (4%), Based on the result, four-tier test is able to use for investigating conceptual understanding levels.

DEVELOPMENT OF A FOUR-TIER DIAGNOSTIC TEST FOR MISCONCEPTION OF OSCILLATION AND WAVES

Difficulty understanding students' concepts needs to be known so that improvements can be made so that eventually students can master the concepts well. Misconception diagnostic tests can be an alternative to uncovering causes or factors of misconception in students. This study aims to develop a Four-Tier Test diagnostic test instrument to diagnose students' misconceptions on vibration and wave material to adapt the Mechanical Waves Conceptual Survey by Thongchai which has content compatibility with the segmentation of Indonesian curriculum material. This research is a development study using 3D development models. The 3D development model consists of 3 stages, namely: 1) Define, 2) Design and 3) Develop. The developed four-tier test diagnostic test instrument consists of 22 multiple-choice questions. The results of the content validation by three experts stated that the instrument was very feasible with an average percentage of 87%. Empirical trial results show as many as 22 valid diagnostic test items have enough to good power a level of difficulty and discrimination power. The reliability of the questions was analyzed using the Kuder Richardson formula of 0.765 with a high category. This instrument can be used to minimize the time spent in the process of identifying misconceptions because it is in the form of multiple-choice with varied questions.

Öğrencilerin Bilimsel Kavram Yanılgılarını Belirlemek İçin Beş Katmanlı Bir Tanı Testi Geliştirilmesi: Isı Transferi Kavramlarına Bir Örnek

The purpose of this article is to propose a new diagnostic test that can be used to diagnose students’ deeper understanding of a concept and what they think about the concept. The instrument is a further development of the existing four-tier test by adding one more tier, drawing sub-microscopic representations. So, this new instrument is called a five-tier test. This instrument can diagnose students’ conceptions in more details and a window to student thinking that can help teachers in diagnosing students’ understanding. Concepts of heat transfer are chosen as the context for developing he instrument since they are considered as essential concepts in school science. The research involved 69 fifth-grade elementary school students from a school in Bandung-Indonesia. This study shows that the five-tier diagnostic test can be used to probe deeper understanding of students. It reveals that most elementary students know the concepts as at the macroscopic level but they had a lack of knowledge at the sub-microscopic level. This study offer new instrument for diagnosing students’ understanding that can be useful for practical purpose as well as researchers.

Predict, Plan, Observe, Explain and Write (PPOEW): A Strategy to Prevent Students’ Misconceptions On Work and Energy Topics

This research based on students’ misconceptions on work and energy topics. Students’ misconceptions could be prevented through Predict, Plan, Observe, Explain and Write (PPOEW) strategy on their learning. This research methodology was conducted in a quasi-experimental design with control group of pre-test and post-test for 18 students consist of 13 girls and 5 boys as research subjects and 37 students as control subject. The four-tier test used as an instrument to identified student’s misconception on Work and Energy topics that has been developed in previous research. The data analysis focused on how effective was the PPOEW with computer simulation to reduce students’ misconception in the concept of positive energy, negative energy, conservative and non-conservative energy, work-kinetic energy theorem, and energy conservation law. According to the result of the research, PPOEW reduces students’ misconception from 52% to 14%. In addition, PPOEW also increased student’s concept shown by an N-gain value that about 0,5 (medium).

Diagnosis of Student’s Misconception on Momentum and Impulse Trough Inquiry Learning with Computer Simulation (ILCS)

Misconceptions often happen to the concept of momentum and impulse. A learning model that is considered appropriate to overcome misconceptions is the inquiry learning model. Computer simulation is using in this research for help inquiry learning model. The purpose of this research is to know the profile of student misconception after applying inquiry learning. This research uses descriptive analytics. The study was conducted on 28 high school students (12 boys and 16 girls) of class X in Bandung. Misconceptions are detected using the Momentum and Impulse Four-Tier Test (MIFT) instrument. Based on the results of the study, it is found that there are still 15.56% of students experiencing misconceptions about the material momentum and impulse.

Identification of junior high school students’ misconceptions on solid matter and pressure liquid substances with four tier test

Misconception is students’ understanding about particular concept in which student strongly believed but it is not appropriate with scientific theory. However the student did not aware of this inappropriateness. This study aims to identify students’ misconceptions of junior high school by using a four-tier test, the sample was grade 9 junior high school student have studied pressure on the substance and liquid topic, with a total sample of nine students. Sampling technique used is purposive sampling. The data obtained through a written test in form of 17 items of four-tier test and interview. Misconceptions were identified using a combination of analysis techniques on a four-tier response test developed by Caleon and Subramaniam. Identified that not all students were found experienced misconceptions, most common misconceptions on item number 12 about pascal principle as much as 6 students. From the interview it is also revealed that the same student misconception on pascal principle. This indicates that the identification of student misconceptions using four tier test analysis is used effectively. Factors that lead to students’ misconceptions are students come from the students themselves and from the learning environment of students, especially classmates.

The effectiveness of conceptual change texts in reducing pre-service physics teachers’ misconceptions in photoelectric effect

There are many misconceptions on the concept of photoelectric effect so it is important to reduce these misconceptions using conceptual change texts. In this study, the effectiveness of conceptual change texts on reducing pre-service physics teachers’ misconceptions of photoelectric effect will be explained. The conceptual change texts (CCT) are enriched by using animation, simulation video, and data from photoelectric effect experiments in modern physics laboratories. Two texts were tried out on two groups, one experimental group (n=31) and one control group (n=31). Experimental group were given CCT, whereas the control group was give text of modern physics book. Data will be collected by four-tier test and questionnaire. The result of this study will compare two texts in reducing pre-service physics teachers’ misconceptions of photoelectric effect.

Analysis of air pollution conception on pre-service elementary teachers

This research aims to identify the conception of the pre-service elementary school teachers on air pollution. Analysis of air pollution conception on the pre-service elementary school teacher’s straight-away desirable for developing proficiency and mastery of the concept. Data were collected on as undergraduate students of elementary school teachers in Sumedang (84 participants). The sample is measured by a diagnostic test (four-tier test) that have been tested for validity by the validator experts and in-depth interviews. Based on the results, (1) the samples are clustered into 4 groups based on understanding the concept, do not know the concept, misconceptions, and less understanding the concept. (2) The misconception occurred of pre-service elementary school teacher unperceptive the process of air convection and the environment. (3) The generating of the misconception on pre-service elementary school teacher is the source of the information acknowledged such as books and the internet. The development of learning models and information sources on pre-service elementary school teachers can improve knowledge of conception on air pollution.

Implementing a four-tier diagnostic test to assess elementary school students’ on electricity magnetism concept

This article reports on the implementing a four-tier test diagnostic instrument on electricity magnetism concept, which has not been defined in the literature. It is an enhanced understanding of the two-tier test substances. The four-tier diagnostic test was focused on electricity magnetism concept. It was measured to 40 elementary school students. They were correctly trained on the preceding topics. The substantial corporate of the respondents was established to have an unfortunate kind and misconceptions of the subjects tested. We have already described that the test was able to investigate and categorize students into student conception of electricity magnetism concepts. Research result with four tier tests showed scientific conception 8.85%, which was likely to have misconceptions 63.4%, and the students were lack of knowledge the concept of 25.2%, and had an error amounted to 2.55%. The elementary school students’ inclined to be unwell aware among what they diagnosed and what they do not diagnosed. It might be determined that a Four-Tier Diagnostic Test which has previously been established be able to assess elementary school students’ conception on electricity magnetism concept. The constructed test has shown effectively to identify primary students’ conception

Improving students’ conceptions on fluid dynamics through peer teaching model with PDEODE (PTM-PDEODE)

This study based on an importance of improving students’ conceptions and reduces students’ misconceptions on fluid dynamics concepts. Consequently, should be done the study through combining Peer Teaching Model (PTM) and PDEODE (Prediction, Discuss, Explain, Observe, Discuss and Explain) learning strategy (PTM-PDEODE). For the research methods, we used the 4D model (Defining, Designing, Developing, and Disseminating). The samples are 38 students (their ages were an average of 17 years-old) at one of the senior high schools in Bandung. The improvement of students’ conceptions was diagnosed through a four-tier test of fluid dynamics. At the disseminating phase, students’ conceptions of fluid dynamics concepts are increase after the use of PTM-PDEODE. In conclusion, the development of PTM-PDEODE is respectable enough to improve students’ conceptions on dinamics fluid.

Promoting the hydrostatic conceptual change test (HCCT) with four-tier diagnostic test item

Hydrostatic Conceptual Change Test (HCCT) is a diagnostic test instrument to identify students’ conception on Hydrostatic field. It is very important to support the learning process in the classroom. Based on that point of view, the researcher decided to develop HCCT instrument test into four-tier test diagnostic items. The resolve of this research is planned as the first step of four-tier test-formatted HCCT development as one of investigative test instrument on Hydrostatic. The research method used the 4D model which has four comprehensive steps: 1) defining, 2) designing, 3) developing and 4) disseminating. The instrument developed has been tried to 30 students in one of senior high schools. The data showed that four-tier- test-formatted HCCT is able to identify student’s conception level of Hydrostatic. In conclusion, the development of four-tier test-formatted HCCT is one of potential diagnostic test instrument that able to classify the category of students who misconception, no understanding, understanding, partial understanding and no codeable about concept of Hydrostatic.

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Background: Correct identification of misconceptions is an important first step in order to gain an understanding of student learning. More recently, four-tier multiple choice tests have been found to be effective in assessing misconceptions.Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to assess the misconceptions of pre-service physics teachers (PSPTs) about geometrical optics, and (2) to assess and identify PSPTs’ misconceptions about geometrical optics.Sample: The Four-Tier Geometrical Optics Test (FTGOT) was developed based on findings from the interviews (n = 16), open-ended testing (n = 52), pilot testing (n = 53) and administered to 243 PSPTs from 12 state universities in Turkey.Design and Methods: The first phase of the study was the development of a four-tier test. In the second phase of this study, a cross-sectional survey design was used.Results: Validity of the FTGOT scores was established by means of some qualitative and quantitative methods. These are: (1) content and face validations by six experts; (2) Positive correlations between the PSPTs’ correct scores considering only first tiers of the FTGOT and their confidence score for this tier (r = .194) and between correct scores considering first and third tiers and confidence scores for both of those tiers (r = .218) were found as evidences for construct validity. (3) False positive (3.5%), false negative (3.3%) and lack of knowledge (5.1%) percentages were found to be less than 10% as an evidence for content validity of the test scores. (4) Explanatory factor analysis conducted over correct and misconception scores yielded meaningful factors for the correct scores as an evidence for construct validity. Additionally, the Cronbach alpha coefficients were calculated for correct scores (r = 0.59) and misconception scores (r = 0.42) to establish the reliability of the test scores. Six misconceptions about geometrical optics, which were held by more than 10% of the PSPTs, were identified and considered to be significant.Conclusions: The results from the present investigation demonstrate that the FTGOT is a valid and reliable instrument in assessing misconceptions in geometrical optics.

Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test

Background: Number sense is a key topic in mathematics education, and the identification of children’s misconceptions about number is, therefore, important. Information about students’ serious misconceptions can be quite significant for teachers, allowing them to change their teaching plans to help children overcome these misconceptions. In science education, interest in children’s alternative conceptions has led to the development of three- and four-tier tests that not only assess children’s understandings and misconceptions, but also examine children’s confidence in their responses. However, there are few such tests related to mathematical content, especially in studies of number sense.Purpose: The purpose of this study was to investigate children’s performance and misconceptions with respect to number sense via a four-tier diagnostic test (Answer Tier → Confidence rating for Answer Tier → Reason Tier → Confidence rating for Reason Tier).Design and method: A total of 195 fifth graders (10–11 years old) from Taiwan participated in this study. The four-tier test was web-based and contained 40 items across five components of number sense.Findings: The results show that (1) students’ mean confidence rating for the answer tier was significantly higher than for the reason tier; (2) an average of 68% of students tended to have equal confidence ratings in both answer and reason tiers; (3) students who chose correct answers or reasons had higher mean confidence ratings in most items (36 out of 40) than those who did not; and (4) 16 misconceptions were identified and most of them were at a strong level.Conclusion: The four-tier test was able to identify several misconceptions in both the answer and reason tier and provide information about the confidence levels. By using such information, teachers may be better positioned to understand the nature of learners’ misconceptions about number sense and therefore support their pupils’ progress in mathematics.