Three-tier Diagnostic Test Research Articles

Development of Three-Tier Diagnostic Test to Measure Misconceptions of Grade 5 Students about Fractions

This research developed a measuring instrument in the form of a three-tier diagnostic test to measure students' misconceptions in fraction material in grade V. This research aims to determine (1) the validity, reliability, and item characteristics of the three-tier diagnostic test and (2) the level of misconceptions of grade V elementary school students in Pontianak. This research used quantitative approach and test development model by Mardapi, that has nine steps. The subjects were fifth-grade students in Pontianak City, and the developed test instruments focused on addition-subtraction of fractions, each with two sets of questions A and B. The instrument were analyzed for content and construct validity, reliability, and item characteristics based on IRT using Partial Credit Model (PCM). The results show that the developed test instrument demonstrated strong content and construct validity. Reliability analysis shows high reliability, with Cronbach's Alpha values >0,7. Item fit analysis reveal that 91% and 73% were fit, therefore the unfit items were fixed or eliminated. The analysis of misconceptions shows that 39.52% of students do not understand the concept of fractions’ addition and subtraction, and 29.09% experienced misconceptions. Additionally, 12.61% have false positives, and 8.97% have false negatives. Only 6.30% understood the concept correctly, and 3.52% guessed correctly or understood but had doubts. Generally, the final test instrument demonstrated good validity, reliability and item qualities.

Analysis Of Student Misconceptions Using A Web-Based Diagnostic Test On Redox Material

This study aims to determine the presence of student misconceptions in redox material, misconceptions in each concept of redox material, and factors causing student misconceptions in redox material in class XII MIA SMA N 2 Percut Sei Tuan. This research is a quantitative descriptive research. The sampling technique in this study used purposive sampling technique. The samples in this study were 32 students of class XII MIA 1 who were selected based on the recommendation of the chemistry teacher. Data collection techniques were carried out using a web-based three-tier diagnostic test, misconception questionnaire, and in-depth interviews (teachers and students). The results showed that the misconceptions identified using the web-based three tier diagnostic test on the redox concept as a whole was 31.718%, while students who experience incomprehension of the concept is 54.687%, students who understand the concept is 13.906% and understand the concept is not sure 1.25%. Students' misconceptions on each concept of redox material are highest on the concept of compound names at 43.8% and the lowest on the concept of equalizing redox reactions with the oxidation number method and the ½ reaction/ion electron method at 26.6%.Based on the results of questionnaires and interviews, each factor has an influence on misconceptions, the biggest misconceptions are teacher factors and teaching methods, namely 21.32% and 21.28%.

Identification of the Students’ Misconceptions about the Digestive System

The aim of this study is to determine the students’ misconceptions about the digestive system. In this quantitative research, the study group comprised totally 259 sixth-, seventh-, and eighth-grade students. The data were collected through a three-tier diagnostic test and analyzed in terms of scientific knowledge, the lucky guess, lack of knowledge, and misconception levels of students on digestive system. According to the findings, 20.1% of the students’ answers were in the scientific knowledge category and 9.1% were in the lucky guess category. On the other hand, 39.7% of the answers were in the lack of knowledge category and 26.0% were in the misconception category. The most prominent findings in the study were the students’ misconceptions in a few questions, especially about physical and chemical digestion. In addition, some students did not fully understand the distinction between the excretory and digestive organs and the functions of some accessory. They also gave incorrect answers about the organs where the digestion of proteins, carbohydrates and fats begins and ends. At the end of the study, suggestions were made to eliminate the misconceptions.

Engineering Professors' Conceptions on the Conceptual Field of Electrostatics in Mexico

This study explores the conceptual understanding of electromagnetism among physics professors at the Aeronautical University in Querétaro, Mexico. While student misconceptions in electromagnetism have been extensively studied, research on professors' understanding and its potential impact remains limited (Pardhan & Bano, 2001). This research aims to address this gap by focusing on the core concepts of electrostatic force, electric field, and electric potential. Eight professors participated in the study. Their academic background, electromagnetism course history, and teaching experience were documented. A three-tier diagnostic test, based on Vergnaud's theory of conceptual fields, was then used to assess their conceptualisation of these concepts and their interrelationships. The analysis revealed that only one professor consistently demonstrated correct understanding across all three concepts. Interestingly, this professor was also the one with the most extensive teaching experience in the subject. The results suggest a potential connection between teaching experience and a deeper conceptual understanding of electromagnetism. Further research is needed to explore this connection and its implications for mitigating student misconceptions through effective teaching practices.

The Creation of A Three-Tier Multiple-Choice Diagnostic Test Instrument to Identifying High School Students' Misconceptions Regarding Biological Virus Material

This study aims to develop a diagnostic test instrument with three tiers focusing on viral material. Research and Development (R&D) constitutes a form of applied research. The participants for the Field Test were Class X students at SMAN 22 Bone, while those for the subsequent test were Class X students at SMAN 19 Bone. Interviews and documentation serve as the primary research methods employed in this study. A three-tier multiple-choice format is characterized by three levels of questioning within the multiple-choice framework. The resultant diagnostic test instrument comprises three tiers: the first tier includes questions, the second tier offers alternative explanations, and the third tier assesses respondents' confidence levels in selecting answers and providing justifications. The outcomes of this research include answer keys, test questions, and question grids as integral components of the instrument. This study demonstrates the validity of the developed instrument through validation conducted by expert validators. The reliability test yielded a robust average value of 0.91. Only 24 out of the 40 questions were deemed valid during the field test phase. Findings revealed that students exhibited an average misconception rate of 47.2%, spanning two indicators derived from the 40 questions. Notably, misconceptions were prominent in the discussion sub-topic concerning the earliest discovery of viruses and methods for distinguishing viruses and bacteria, with an average misconception rate of 56.8% in viral material. Developing a three-tier diagnostic test effectively identified students' misconceptions regarding viral material, indicating suitability and efficacy for educational application.

Identification of High School Students’ Misconceptions on The Biogeochemical Cycle Topics

Misconceptions are a learning problem that not only impacts student acceptance in the form of delays in receiving new knowledge, but also causes misinformation in society, especially in the publication media.This study aims to identify students' misconceptions by using a three-tier diagnostic test on biogeochemical cycle topics. The first step in identifying misconceptions is to develop an identification instrument using the Treagust development method in several stages, starting from identifying the material, analyzing common misconceptions, and compiling questions at each tier. The results of the development of the instrument show that the three tier diagnostic test instrument has a content validity ratio (CVR) and content validity index (CVI) validity of 1 and a reliability of 0.90 for answer choices and 0.86 for reason choices. The valid and reliable instruments were tested on 210 students in 6 accredited schools A, B, and C in South Sumatra, Indonesia. The results showed that on biogeochemical cycle topics, there were two sub-topics categorized as experiencing high misconceptions, fifteen in the moderate category, and eight in the low category. Misconceptions occur in the sub-topics in a cycles of water, carbon and oxygen, sulfur, and nitrogen. The results of the analysis also showed that the highest misconception of 64% was in the reduction and oxidation sub-topic of the sulfur cycle. These findings can be used as input for educators in South Sumatra and Indonesia in general in teaching biogeochemical cycle material to avoid similar misconceptions in the future

ASSESSING UNDERGRADUATES’ MISCONCEPTIONS ON CENTRAL DOGMA OF MOLECULAR BIOLOGY USING A 3-TIER DIAGNOSTIC TEST

Misconceptions can hinder students’ learning of biology, especially in the central dogma of molecular biology due to its connection with other topics. Studies have shown that Philippine high school students harbour significant misconceptions regarding genetics, including the central dogma. This study aims to develop a three-tier diagnostic test to identify misconceptions carried forward to undergraduate students enrolled in biologically related courses, leading to the development of the Central Dogma of Molecular Biology Questionnaire (CDMBQ). This study found that the CDMBQ has very good reliability (a = 0.88) and moderately positive construct validity (r = 0.4). It also revealed that the respondents have a low understanding of the central dogma (mean = 4.76), and they have acquired misconceptions pertaining to transcription, types of RNA, and translation. Lastly, perception items showed students have forgotten central dogma concepts, display confusion about the topic, and maintain neutral sentiments about their science teacher as well as have neutral feelings about their understanding of the central dogma. Nonetheless, they expressed interest in studying its concepts. These results confirm the reliability andvalidity of the CDMBQ for assessing misconceptions surrounding the central dogma of molecular biology.

PENGEMBANGAN INSTRUMEN TES DIAGNOSTIK THREE-TIER PADA PEMBELAJARAN SISTEM EKSKRESI BERDIFERENSIASI

Diagnostic tests are strategies used in differentiated learning to adjust the course of learning based on students' existing learning needs. There are several types of diagnostic tests, including the three-tier diagnostic test. Explaining a three-tier diagnostic test instrument that is suitable for use in studying differentiated excretory systems is the aim of this research. The research method is research & development with 4D as a development model. 33 students of class The instrument developed consisted of 20 questions which were then tested for content and empirical validity. Based on the results of validity testing, an average of 92% was obtained, which shows that the instrument is very valid. Empirical validity testing obtained 13 valid questions and 7 invalid questions. In addition, a value of 0.732 was obtained from the reliability testing results, which shows that the instrument developed is reliable. Based on the results of testing the level of difficulty of the questions, it was found that there were 3 easy questions, 10 medium ones, and 7 difficult ones, and from the results of testing the differentiating power of the questions it was found that the questions were not good because they had a negative value of 1, bad had 3, fair and good each had 7, respectively. and very well collected 2. Based on content and empirical validity testing, the results showed that only 13 questions could be used in the differentiated excretion learning system, while the other 7 questions could not be used.

The Identification Misconception in Geography Learning During Covid-19 Pandemic Using Three-Tier Diagnostic Test

The Identification Misconception in Geography Learning During Covid-19 Pandemic Using Three-Tier Diagnostic Test

Analysis of prior knowledge elementary school students using three-tier diagnostic test to identify blood circular system misconceptions

This study aims to describe the initial understanding and identify elementary school students' misconceptions about the circulatory system. This research method is descriptive, with the research subject being 29 5th-grade students at an elementary school in Bandung Regency. The three-tier multiple-choice diagnostic test instrument used 7 items. Data on the results of the diagnostic test instrument are in the form of percentage calculation data and analysis of student answers. Students' initial knowledge is categorized into 3, namely Misconceptions (MK), Not Knowing Concepts (TTK), and Knowing Concepts (TK). The result of this study is the highest misconception (MK) was the concept of organs in the circulatory system, with a finding of 68.97%. The students who do not know the concept (TTK) are highest in the concept of organs in the circulatory system, with a finding of 72.41%. Students who know the concept (TK) are highest on the concept of blood group, with a finding of 82.76%. This research can be a reference for teachers to introduce the concept of the circulatory system, which can improve understanding and minimize students' misconceptions.

Investigating Misconceptions in Linear Equations and its Impact on Students’ Achievement at Middle Secondary Schools of Bhutan

Aims: The objective of this study was to investigate and address ninth-grade students’ misconceptions in learning linear equations with the use of three-tier diagnostic test.
 Study Design: The present study is built upon an explanatory sequential mixed approach, in which the researcher first does quantitative research, evaluates the results, and then uses the results to create a more in-depth qualitative analysis. The qualitative data is viewed as explanatory because it helps to explain the initial quantitative results.
 Methodology: This study used a mixed-method approach, gathering, analyzing, and interpreting both quantitative and qualitative research in a single study. This strategy was chosen since the study's objective was to thoroughly analyze students' misconceptions about learning linear equations using both a quantitative and a qualitative approach.
 Results: The conceptual knowledge examined in the test items were balancing equation, equation with brackets, fractions and negative signs, finding the table of values, finding slope and y-intercept, and graphing the equations. The diagnostic test was administered to 29 ninth grade students. It was revealed that majority (58.6%) of the students possessed misconceptions. The sources of misconceptions were attributed to inadequate mastery of subject knowledge of teachers, wrong information in the textbooks, prior knowledge and imprecise use of terminology.
 Conclusion: Mobile apps were used to rectify the misconceptions held by the students to prevent the propagation of those misconceptions in students. Thus, a teacher can successfully read the cognitive conflict of his or her pupils and increase the likelihood of conceptual change by identifying, interpreting, and controlling it. A teacher can also successfully assist and lead students to engage in meaningful mathematics learning experiences.

PENGEMBANGAN INSTRUMEN TES DIAGNOSTIK THREE TIER PADA MATERI SUHU DAN KALOR DI SMA SWASTA BUDISATRYA MEDAN

The purpose of this study was to diagnose student concepts in temperature and heat material. This type of research is Research and Development (R&D) by following the procedure for developing the Brog and Gall model consisting of 10 stages. The sample in this study was class XI IPA students at SMAS Budisatrya. The instruments used were interviews, questionnaires and tests. The results of testing the validity of the contents by the expert validator are classified as valid with an average of 98%, which means the test is in the very good category. From the results of the development of the Three Tier diagnostic test instrument that was developed there were 22 tests of tests that could be said to be feasible. The test results of the test instrument test testing showed that the test was included in the high reliability category, with an average of 0.81. The results of the analysis of students' answers to the test instrument tested show that; Class XI students of SMAS Budisatrya Medan have an average misconception of 33%, understand the concept of 18%, lack of understanding the concept of 23%, does not understand the concept of 15%, and guess 11%. From the results of the development of the Three-tier diagnostic test instrument, it is concluded that the test can be used to identify and find out the level of student misconceptions.

Development of Three-Tier Diagnostic Test Instrument Based on Multi Representation Website Assistant to Identify Digestive System Misconceptions

The COVID-19 pandemic has had a major impact on all aspects of human life, especially in the education aspect. Then, an online learning policy, as well as an online assessment, has been implemented as an effort to prevent the spread of the virus. Aspects of knowledge are assessed based on students' understanding of a concept obtained through teaching and learning activities. This study aims to develop a three-tier diagnostic test instrument that has been tested for feasibility, validity, and reliability. The method used in this research was Research and Development using a 4D model consisting of define, design, development, and disseminate stages. The research subjects were students of class VIII and IX of MTs Hidayatus Shibyan. The data collection was carried out using the observation method, validation sheets, test questions, and student response questionnaires. The validation sheet and classical theory analysis were used to determine the level of validity and reliability of a product. The results of material expert validation data obtained an average score of 24.8 out of 28 s and media experts obtained an average score of 20 out of 24 categorized in the very feasible criteria. The reliability analysis at the trial stage obtained 0.635 and the implementation test stage was 0.795 which indicates as reliable. The percentage of students' misconception profile on the material of the human digestive system at the trial stage was 33.6% then at the implementation test stage, the percentage was 41.7% categorized in moderate criteria. Students mostly responded very agree in the questionnaire with the percentage of 45.4% at the trial stage, and 54.2% at the implementation test stage.

Identifying senior high school students’ misconception on the momentum and impulse concepts uses three-tier diagnostic test

The level of understanding of students’ learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students’ answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.

Identifying senior high school students’ misconception on the momentum and impulse concepts uses three-tier diagnostic test

The level of understanding of students' learning in studying physics material deserves attention so that things do not happen that are not in accordance with the realm of concepts set by experts. The concept of physics is indeed fun to learn but it is enough to make students feel difficult when learning every material concept. The cause is the abstract concept of physics and its complicated mathematical calculations, especially in the matter of momentum and impulses. Although several studies state that misconceptions in studying physics concepts can be overcome, they do not last long and will definitely happen again. Therefore, this study aims to identify misconceptions among high school students regarding the concept of momentum and impulse. The research method used is descriptive quantitative. The participants in this study were 37 students who were obtained using a purposive sampling technique. The instrument used is the Three-tier diagnostic test which is formulated based on the indicators contained in the school curriculum used. The research data were obtained from the results of an analysis of the answers and patterns of students' answers on the three-tier diagnostic test items. The results of the study showed that it was identified that more than fifty percent of students had misconceptions.

The Impact of The Problem-Based Learning Model on Student Error Reduction in Integrated Social Science Learning

The misconceptions that occur in integrated social studies subjects are caused by the wide scope of material, which causes students to have difficulty understanding the concepts conveyed by the teacher. A misperception is an error in understanding and explaining a concept based on previous experience. This study aims to determine the effect of the problem based learning model on reducing students' misconceptions in integrated social studies subjects. This type of research is experimental and uses a one-group pretest-posttest design. The sampling technique used in this study is a total sampling technique (population research). The sample in this study was from class VIII-E MTsS Insan Qura'ni Aceh Besar, totaling 27 people. The data collection technique is in the form of giving tests to students, namely a pre-test and post-test that are equipped with a three-tier diagnostic test. The results showed that the average score of students' misconceptions on the pretest was 33.33%, and the post-test was 15.06%. So, there is a decrease in students' misconceptions after the application of the problem based learning model of 54.81%. The results of hypothesis testing in this study were obtained, so that H0 was accepted and H1 was rejected. So the hypothesis in this study is that there is a decrease in the value of misconceptions after the application of the problem based learning model. The conclusion of the study is that the application of the problem based learning model can reduce students' misconceptions in integrated social studies subjects about interaction between ASEAN countries (class VIII MTsS Insan Qur'ani Aceh Besar).

Profile of Students' Misconceptions on Substance Pressure Using a Three-tier Diagnostic Test

Research aims to find out misconceptions experienced by students on the subject matter of substance pressure. This type of research is quantitative descriptive research using a survey method. The instrumental test used was a three-tier diagnostic test to determine the under-examined misconceptions. The research sample consisted of 43 junior high school students who had previously received substance-pressure learning materials in class. The data were analyzed by categorizing them into understanding the concept, needing more knowledge, errors, and misconception. The results of the study were as follows: (1) 9% of the students understood the concept, 51% of the students had a misconception, 34% of the students were lack of knowledge, and 6% of the students had some errors (2) misconceptions with the highest percentage were in the sub-concept of pressure gases with an average percentage of 70%, then the pressure of liquids (capillarity and osmosis in plant stems) was 52%, the pressure of solids was 51%.

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 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.

CONCEPTUAL PROFILE IN CHEMISTRY: THE MATTER OF ATOMIC THEORIES

The aim of the study was to analyse the conceptual profile in chemistry matter of atomic theories. An instrument of three-tier diagnostic test was given to 35 students from X Science 4 class in SMAN 1 Driyorejo and regarding to this worksheet treatment session was given to enhancing students achievement. This study shown the conceptual profile in chemistry varies in the reduction proportion value, but the lowest was Rutherford atomic theories with 0.48 in middle-category. The need of complementary views for the atomic structure expecially in atomic theories bring important issues for understanding and teaching chemistry, which will be discussed further in the article