Multiple-choice Diagnostic Test Research Articles

Development of Three˗Tier Diagnostic Test Instrument to Measure Misconceptions of Class XI Students on Reaction Rate Materials

This study aims to measure and detect student misconceptions that occur in the concept of reaction rate based on the diagnosis results of Grade XI Negeri 2 Kabanjahe students and to show subconceptions that experienced both high and low misconceptions. The study was conducted in March–April 2022. The type of research used is Research and Development with ADDIE development. Methods used are tests, anchors, interviews and documentation. The diagnostic test developed is a threetitier multiple choice diagnostic test consisting of an answer choice, reason and confidence level. Validation result by validator indicates the developed instrument is valid. The validity of the developed test is 20 valid problems and 10 invalid problems. Reliability test results show a reliability figure of 0.85. The highest percentage of misconceptions in collision theory is 51.5% and the lowest percentage of misconceptions in reaction order and reaction rate equations is 26.72%. The percentage of students who understand the concept of reaction rate is 35%. The percentage of categories did not understand the concept of reaction rate by 27% and the percentage of misconceptions of reaction rate by 38%.

Effectiveness of Multiple Representation (MR) in Removing Misconceptions Related to Acid-base Titration

The study aimed to investigate misconceptions related to acid-base titration among grade eleven students and evaluate the effectiveness of Multiple Representation (MR) in addressing these misconceptions. A quasi-experimental design was used, and data were collected from 30 grade eleven students using a multiple-choice diagnostic test with open-ended reasoning questions. The diagnostic test was administered before the implementation of MR to identify areas of misconceptions. Misconceptions were identified by combining two developed instruments: the multiple-choice test and the Certainty of Response Index (CRI) scale technique. The MR intervention strategy utilized verbal, visual, and digital representations while teaching acid-base titration. A post-test was conducted to evaluate the effectiveness of MR. Descriptive analysis was employed, including measures such as mean, standard deviation, and percentiles. Inferential analysis included statistical tests such as paired sample t-tests and Cohen's d-effect size. Results from the misconception diagnostic tests revealed that 15.3% of the students had misconceptions about acid-base titration. Both descriptive analysis (MD = 11.67) and inferential analysis (p < 0.05, d = 1.16) indicated that MR was effective in removing misconceptions and enhancing academic achievement in grade eleven chemistry. Based on the findings, the researcher recommends that teachers adopt the MR strategy while teaching chemistry. The use of multiple representations, including verbal, visual, and digital elements, can help address misconceptions and improve academic achievement in the context of acid-base titration. Implementing MR in the classroom can provide students with a more comprehensive and engaging learning experience, enabling them to better understand and apply key concepts in chemistry.

The 3 Tier Multiple-Choice Diagnostic Test: An Identified Instrument for Primary Students' Science Misconception

The 3 Tier Multiple-Choice Diagnostic Test: An Identified Instrument for Primary Students' Science Misconception

Analyzing Gender Differences in Misconception in Linear Momentum Using Two-tier Diagnostic Test Instrument

Misconceptions that occur can vary between male and female students, therefore, the study analyzed gender difference in misconceptions in linear momentum. The diagnostic- descriptive research method was used in this study. A total of 70 (35 males and 35 females) first-year Senior High School students in the La-Nkwantanan Municipality were used for this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic test instrument that was equipped with the Certainty of the Response Index method. The study showed both males' level of understanding and misconception (56.88%; 42.88%) and females (28.51%; 50.24%), respectively. Three research questions were raised and two research hypotheses were formulated and tested in this study. The data were analyzed using an independent sample t-test and the hypothesis were tested at 0.05 level of significance. The findings of the study revealed that male’s students understanding of concept was statistically more [(18) = 0.003, p < .05] than females and misconception was found not be statistically significantly different [(18) = 0.285, p > .05]. The researchers recommend that physics teachers use cutting-edge pedagogical instructional techniques such as the use of two-tier diagnostic test instrument to maximize students' prior knowledge and uncover misconceptions. Keywords: linear momentum, misconception, gender, tier-two, test, instrument DOI: 10.7176/JEP/14-1-10 Publication date: January 31 st 2023

Analysis of Student’s Conceptual Understanding Using Two-Tier Multiple Choice Diagnostic Test on Acid-Base Topic

This study aims to determine students’ understanding of concepts using a two-tier multiple-choice diagnostic test on acid-base material. The number of samples is 31 respondents. This type of research is descriptive qualitative. The instrument used is a Two-Tier Multiple-Choice Diagnostic Test. The first level consists of 5 answer choices, and the second level consists of 5 reason choices. The number of questions is 15 items. The results showed that students in the category of understanding concepts were 78.552%, misconceptions were 13.704%, and students in the category of not understanding concepts were 7.74%. Students understand the concept is in the high category of the three categories.

Diagnostic Tests Based on Three Level Tests on Fixed Materials for Students with Misconceptions

Misconception is something that can hinder the acceptance of new material and affect success in solving math problems. This study aims to develop a Three-Tier diagnostic test to identify misconceptions. The development of this test aims to identify the types of errors in the set and describe the quality of this diagnostic test. The research conducted was the plomp development model research, which is a model widely used for the development of educational products such as teaching materials, media, or learning approaches. The population in this study were students of mathematics education. Data analysis performed included validity, reliability, level of difficulty, discriminating power, questionnaire analysis, interpretation of three-level multiple-choice diagnostic test results, and profile analysis of students' understanding of students. The results of this study obtained a diagnostic test that can find out conceptual errors in students who have been tested for validity and declared valid. So that it can be concluded that the diagnostic test instrument for the set material in this study includes; diagnostic test grids, diagnostic test questions, answer key sheets and diagnostic test rubrics, diagnostic test answer sheets, diagnostic test kit validation sheets, diagnostic test sheets have been generated.

Identification of Students' Misconceptions on Hydrocarbon Material Using a Four-Tier Multiple Choice Diagnostic Test

As one of the sciences, some students consider chemistry complex and abstract, so many misconceptions arise. One of the chemistry topics that cause many misconceptions is hydrocarbons. A misconception is an understanding of concepts in students' minds that are contrary to scientific concepts. This research aimed to identify the student’s understanding and misconception of hydrocarbon. The study was qualitative descriptive research. Qualitative descriptive research was used to identify student misconceptions using the four-tier test. The sample of the research was 24 students. The instruments used in this research are four test levels which include (1) multiple-choice, (2) confidence rating of the answer beliefs, (3) reason for the answer, and (4) confidence rating of the reasoning. The result shows that 24,7% of students well-understood hydrocarbon concepts, 32,1% do not understand, and 43,2% have misconceptions. Misconceptions in this research are divided into three categories: low, moderate, and high. The students experience misconceptions with high criteria on the concept reaction of hydrocarbon (66,7%), moderate criteria on the concept of determining hydrocarbon compound (31,3%), the nomenclature of hydrocarbon compound (56,3%), types atom carbon (37,5%), Physical and Chemical Properties (45,8%), isomers (47,9%) and low criteria on the concept of characteristics of carbon atoms (16,7%).

Identification and Analysis of Students' Misconceptions Using Three-Tier Multiple Choice Diagnostic Instruments on Thermochemistry Topic

Misconceptions can prevent students from mastering the material more deeply. This is because misconceptions can hinder the process of receiving and integrating knowledge. Therefore, the teacher must identify the misconceptions that occur in students. This study was conducted to identify misconceptions about thermochemistry using a three-tier diagnostic test for students at senior high school with a total of 33 students. The research design used is descriptive research. The research subjects were determined by purposive sampling technique. Data collection used was three-tier multiple choice diagnostic test and interview. Data was analyzed using descriptive statistics with percentages and criteria for misconceptions. The results showed that 16.72% of students understood the content, 36.36% had misconceptions, guessed 18.54% and 28.27% did not understand the concept. Through this finding, in the hope that teachers could analyze the causes of students' misconceptions, and find appropriate learning methods and media to reduce misconceptions occurred.

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

The low interest in learning chemistry is because there are still some students who have different conceptions, resulting in misconceptions. This study aims to determine the level of students' misconceptions about the buffer solution material in the experimental class and control class and the effectiveness of the conceptual change text (CCT) learning model in preventing students' misconceptions about the buffer solution material at SMAN 1 Seulimeum. The method used in this study is a quasi-experimental designed with a posttest only control group design. The sample selection technique was determined with certain considerations because there were only two classes in class XI IPA, so the two classes were used as samples in this study. So the research sample taken was class XI IPA1 and XI IPA2, totaling 30 and 34 students. The instrument used is in the form of multiple-choice diagnostic test questions. The data analysis technique used four tier. The results showed that the level of students' misconceptions on the buffer solution material in the experimental class and control class before applying the learning treatment obtained an average percentage of 31.18 and 31.33. The effectiveness of the CCT learning model can prevent students' misconceptions about the buffer solution material. The results of data analysis prove that after applying the CCT model students' misconceptions decreased with the misconception score only reaching 2.65. The results of the study can be concluded that the CCT model can prevent misconceptions better than the conventional learning model through the direct instruction model

Effectiveness of Two-tier Multiple Choice Diagnostic Test for Analyzing Students' Misconceptions in High School Physics Learning

Physics is a subject related to the environment so that it requires students to study nature and apply it in life. However, in learning sometimes students have difficulty understanding physics concepts and cause students to experience misconceptions. Therefore, a two-tier multiple choice diagnostic test is needed to analyze students' misconceptions. This study aims to determine the effectiveness of the two-tier multiple choice diagnostic test to analyze students' misconceptions in terms of content validity, practicality, and effectiveness. The research model is instrument development. The research design used is true experiment research with pretest posttest control. The subject of this research is class X MIPA MA Negeri Purworejo. Data collection in this study used validation sheets, observation sheets, student response questionnaires, and two-tier multiple choice diagnostic tests. The results showed that: 1) content validation for the construct and language aspects obtained from 3 validators got an Aiken V index of 1 for all items included in the high validity category, 2) a practical two-tier multiple choice diagnostic test in terms of sheets. observations with reliable categories and good responses and responses from students, 3) student learning outcomes have increased with an N-gain of 0.5 which is included in the medium category and students' misconceptions are found on the subject of momentum, impulse, and collision by 41.20% which is at medium level. Thus the two-tier multiple choice diagnostic test is declared valid, practical, and effective so that it is feasible to analyze students' misconceptions in learning physics.

REMEDIASI MISKONSEPSI PESERTA DIDIK MENGGUNAKAN MODEL PEMBELAJARAN CORE TENTANG KALOR DI SMP

The purpose of study was to determine the effectiveness of remediation of misconceptions by using the Connecting, Organizing, Reflecting, and Extending (CORE) learning model to reduce the number of student who had misconceptions about heat at SMP Negeri 6 Sambas. The form of design was pre-experimental with one group pretest-posttest design. This study used a random sampling method in intac group involving 35 students of class VIIIA who were tested using a multiple-choice diagnostic test consisting of 9 questions. Based in data analysis, there was a decrease in the percentage of the students who experienced misconceptions with an average of 75.75%. The result of McNemar’s test shows that the calculated 2 of 28.26 is greater than 2 table of 3.84, so there is a significant conceptual change after remedial activities using the CORE model. The effectiveness of remediations based in the DQM price with an average of 83.27% (high category). The CORE model is expected to be used as an alternative to remediation activities to reduce the number of students who experience misconceptions.

Exploring Indonesian student misconceptions in science concepts

This study aims to investigate the development and the differences in student misconceptions in science based on gender and grade level, and to evaluate the developed two-tier multiple-choice diagnostic test in confirming the test’s validity and reliability. A sample of 856 participants from 10th–12th graders and prospective science teachers were collected. The two-tier multiple-choice diagnostic test with 32 items covering biology, chemistry, and physics was administered to evaluate students’ science misconceptions at the senior high school and university levels. The results met validity and reliability criteria using confirmatory factor analysis and Rasch parameters. The single-factor model has CFI = .973, RMSEA = .006, CI (.001, .014) and SRMR = .017 and the three-factor model has CFI = 0.939, RMSEA = .010, CI (.01, .017) and SRMR = .017. Based on the Rasch parameter, the infit and outfit MNSQ values achieve the acceptable fit (0.96 to 1) with good item reliability (.99) and person reliability (.80). All items have positive PTMA. Student misconceptions had significant differences in terms of grade and gender. We confirmed that prospective science teachers have higher misconceptions than 11th and 12th graders and slightly higher ones than 10th graders. Boys have a better conceptual understanding than girls based on the mean of correct answers. The multiple linear regression with the stepwise method confirmed that gender significantly predicted student misconceptions of science concepts, with 9% of variance explained. This study provided evidence that students and prospective teachers experience various misconceptions about science concepts.

COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS’ AND LOWER-SECONDARY LEARNERS’ UNDERSTANDING THE PARTICULATE NATURE OF MATTER

Cross-age studies have suggested that although children’s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson’s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter. Keywords: lower-secondary learners, misconceptions, multiple-choice diagnostic test, particulate nature of matter, pre-service primary school teachers

Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student

This study was conducted with three aims. The first aim of our study was to examine both construct-related validity and content validity of the Atmosphere-related environmental problems diagnostic test (Arslan et al. 2012) in Bosnia and Herzegovina university student sample. The Atmosphere-related environmental problems diagnostic test is a three-tier multiple-choice diagnostic test consisting of 13 questions on global warming, greenhouse effect, ozone layer depletion and acid rain. The second aim of this study was to examine scientific understanding as well as misunderstanding of atmosphere-related environmental problems among B&H university student sample. Finally, the third aim of our study was to compare scientific understanding and misconceptions of the atmosphere-related environmental problems with respect to educational background. A total of 445 students (22,7% males) of three faculty participated in the research. Results indicate that Atmosphere-related environmental problems diagnostic test measures a single construct of general scientific knowledge about atmosphere-related environmental problems. In addition, the content validity and reliability were satisfactory. Results obtained in our study show that students’ overall understanding of each content area was low but comparable to knowledge of pre-service teachers in the USA (Arslan et al. 2012; Kahraman, 2019). Similar to earlier research, most incorrect answers resulted from lack of knowledge rather than from misconceptions. Students who attended ecology classes scored higher than students who had not attended these classes. However, although having higher scores on Atmosphere-related environmental problems diagnostic test, students who attended ecology classes also exhibited more misconceptions related to atmosphere-related environmental problems compare to who had not attended ecology classes. This finding indicates that in the context of university education in Bosnia and Herzegovina, one has to also check for possible sources of didaktikogenic misconceptions related to environmental education.

ANALISA KESULITAN SISWA SMA KELAS X DALAM PEMBELAJARAN KIMIA PADA PENDEKATAN CONTEXTUAL TEACHING AND LEARNING BERBASIS TWO TIER MULTIPLE CHOICE INSTRUMENT

The purpose of the study was to analyze the difficulties of senior high school students at class X in learning chemistry using Contextual Teaching And Learning—based Approach on Two Tier Multiple Choice Instruments. This research is a descriptive research. The subjects in this study were students of class X SMAN 1 Masbagik. The samples in this study were determined by purposive random sampling which are the classes that have not reached the KKM, X IPA 2 class consists of 30 students and X IPA 3 32 students. X IPA 2 class will be taught conventionally meanwhile X IPA 3 class will be taught using the CTL approach. The instrument used to measure the students' level of difficulty is a two-tier multiple choice diagnostic test. The two tier multiple choice diagnostic test is a test with 2 tiers where tier 1 contains the answer and tier 2 contains the reason. The highest error percentages of conventional class was 54.1%, 26.8% understand, and 9.6% was misconception. While the CTL had lower error with the perentage 25.55%, 57.% understand, and 7.86% was misconception. It means that CTL affect sudents’ learning achievent about the concept of oxidation-reduction reactions.

ANALISIS PEMAHAMAN KONSEP PESERTA DIDIK PADA MATERI GERAK LURUS BERUBAH BERATURAN DI SMA

AbstractThe study aims*to identify students’ concepts understanding in the material of uniformly changing straight motion in SMA Negeri 1 Tanah Pinoh. The study used a survey method without a comparison class that is descriptive correlative. The research instrument was a multiple-choice diagnostic test with three answer choices, ten questions were about conceptual understanding, and ten questions were about learning outcomes test. The validation of the*learning outcomes test was 3.36 with valid criteria, while the reliability of the learning outcomes test was 0.44 with the medium category. The result found that the students’ concepts understanding was classified low with an*average percentage of 31.39%. The students’ concepts understanding with the highest percentage is in the interpretation aspect of 41.67% with a sufficient category, and the minor percentage is in exploration aspects with 31.39%. The study did not find a correlation of rcount 0,360 < rtable 0,179 between conceptual understanding and learning outcomes. Therefore, the understanding concept becomes an essential principle for achieving physics learning outcomes. The study also found that there had not been any difference among gender as indicated by the results of the MannWhitney test (P> 0.05), with the analysis results showing that female students were higher than male students in the aspects of translation and extrapolation. While, in the interpretation aspects, male students are higher than female students. Thus, the results of this study are expected to be a consideration for determining the learning model to improve students' concepts understanding.Keywords: Concept Understanding, Gender, Learning Outcome.

Identification of Student Misconception using a Three-tier Diagnostic Test on Colloid

This study aims to identify the percentage of misconceptions that occur in students on colloid material in class XI MIPA 2 SMA Negeri 1 Dampal Selatan Kabupaten Tolitoli is based on the results of a three-level diagnostic test and shows which subconcepts have the highest and lowest conceptions. The instrument used in this study was a three-level multiple choice diagnostic test. The results showed students' misconceptions about colloid material in class XI MIPA 2, which was 65.51%. The results of this study indicate that the level of students' misconceptions about colloidal material is a high category.

Identification of Misconceptions in Chemical Bonding Materials Using Three Tier Diagnostic Test

Chemistry learning focuses on understanding concepts, thus students who get difficulty understanding the concepts of chemistry learning will experience conceptual mistakes, especially abstract concepts such as chemical bonds. Students' difficulty understanding the material of chemical bonds can occur due to misconceptions. The misconceptions will hinder the construction and assimilation of new knowledge in students and thus students will experience difficulties in learning chemistry. To address such issue, an instrument for detecting misconceptions in chemistry is necessary to find out the misconceptions that occur among learners. The identification of such emerging misconceptions in understanding the subject matter can be analyzed using a three-tier multiple-choice diagnostic test. The present study was carried out to determine the presence or absence, and the percentage of misconceptions regarding chemical bonding material using the Three Tier Test diagnostic test. Conducted through purposive sampling technique, this research-based paper is a type of qualitative research with a descriptive approach. The research instrument uses a three-tier test objective test. The data obtained was analyzed descriptively for each student's response by using students' level of understanding list. In general, the results obtained in this line of research showed that; (1) Indicator 1, student misconceptions were 91.17% (2) Indicator 2, student misconceptions were 64.14%, (3) Indicator 3, student misconceptions were 67.64%, (4) Indicator 4, student misconceptions were 76.47%. (5) Indicator 5, students' misconceptions were 63.23%. By way of conclusion, the present project argues that there were misconceptions that occured in students of SMA Negeri 1 Class X Teluk Kuantan on the chemical bonding material, with the percentage 72.53% students experiencing misconceptions, 14, 98% students do not understand the concept, and the rest 12.48% students understand the concept of chemical bonding.Keywords: misconception, diagnostic test, three tier test

The Students’ Misconceptions in Using Three-tier Multiple Choice Diagnostic Test on the Angle Relationships

The Students’ Misconceptions in Using Three-tier Multiple Choice Diagnostic Test on the Angle Relationships

ANALYSIS OF STUDENTS' LEARNING DIFFICULTIES ON THE CONCEPT OF BUFFER SOLUTION USING FOUR-TIER MULTIPLE CHOICE DIAGNOSTIC TEST

This study aims to determine the level of students' understanding of each indicator of the buffer solution material and to determine the most difficult indicator in understanding the buffer solution material using the Four-Tier Multiple Choice diagnostic test. This type of research uses a descriptive type of research using a qualitative approach. The subjects of this study were students of class XI Madrasah Aliyyah Swasta Darul Ihsan as many as 15 students who were selected using the simple random sampling technique. The research instrument used was the Four-Tier Multiple Choice diagnostic test instrument sheet and student interview sheets. The results of this study showed that the average percentage of students who understood the concept was 32.3%, did not understand the concept was 38.1%, misconception was 20.6% and the error was 9%. Based on this research, it was found that the most difficult indicator to understand is the indicator to determine the relationship between the buffer solution and the concept of chemical equation and the indicator to calculate the pH of the acid buffer solution. So it can be concluded that the students of class XI Madrasah Aliyyah Private Darul Ihsan have difficulty in understanding the material of the buffer solution.