Two-tier Diagnostic Instrument Research Articles

Pemahaman Konsep Materi Metabolisme pada Siswa Kelas XII MIPA

Good, broad, and in-depth mastery of concepts is very necessary to avoid misconceptions which may influence mastery of concepts in subsequent interconnected material. Low understanding of concepts can be seen from the low material completeness scores as found in class XII MIPA MA Negeri 1 Pontianak in two consecutive academic years, especially in the Metabolism material. This research aims to describe students' understanding of concepts and find out concepts that are difficult for class XII MIPA MA Negeri 1 Pontianak students to understand in Metabolism material. This research uses a survey method with a quantitative descriptive approach. The sample was taken randomly, namely one of three classes XII MIPA at MA Negeri 1 Pontianak in the 2023/2024 academic year, totaling 31 individuals. A two-tier diagnostic test instrument in the form of multiple choices is used to test understanding of the concepts of enzymes, catabolism and anabolism which consists of 20 questions. A combination of first and second level answers is used to differentiate between students who understand the concept, misconception type 1, misconception type 2, and do not understand the concept. The test results show that students' understanding of Metabolism material is in the very low category at 74.19%, in the low category 19.35%, in the medium category 6.45%, and in the high and very high categories 0%. The metabolism material that is most difficult for students to understand is the catabolism sub-material with a percentage of not understanding the concept of 50.69%, misconception type 2 41.93%. However, the percentage of misconceptions type 2 and not understanding concepts in the catabolism sub-material is also high at 50.00% and 33.33% respectively. Likewise, in the enzyme sub-material, the percentage of misconception type 2 was 38.24% and 37.32% did not understand the concept.

Identification of Students' Misconceptions on the Photosynthetic and Plant Respiration Concepts Using a Two-Tier Diagnostic Test

This study aimed to determine the results of analyzing students' misconceptions of photosynthesis and plant respiration using a two-tier diagnostic test instrument in science class XII. Photosynthetic and respiration are considered abstract concepts and difficult for students to understand, allowing misconceptions to occur. A two-tier diagnostic test is one of the diagnostic tests that can be used to identify students' misconceptions. This study used a descriptive qualitative method, using a two-tier diagnostic test and interviews instrument. The sample of the research was 75 students. The result showed that the students' misconceptions of photosynthetic and respiration concepts scored 27.9% in the low category. In comparison, the cause of students' misconception can be the need for students' ability to understand the detail of the teacher's explanation.

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

Analisis Miskonsepsi Peserta Didik Kelas XI MIA 1 SMA Negeri 7 Makassar Menggunakan Instrumen Test Diagnostik Two Tier (Studi pada Materi Pokok Asam – Basa)

This research aimed to students misconceptions on the concepts of acids and bases. The research method used is descriptive quantitative method. The instrument used is a Two-Tier diagnostic instrument with a total of 20 items. Based on the results of research that has been done, the percentage of students 'conceptual understanding is 24.2%, students' misconceptions are 39.5%, do not understand the concept of students by 36.6%. Teachers and students are one of the causes of misconceptions in class XI MIA 1 of SMA Negeri 7 Makassar on the subject matter of Acid Basa. The process of assimilation of the concept of students is not successful, the low interest in learning of students, the teacher does not provide a detailed explanation of the concept, the teacher only uses conventional learning models (lectures) ,. Based on the data and causes of misconceptions above, it can be concluded that students in class XI MIA 1 Makassar 7 State High School experienced misconceptions on the concept of acids and bases.

Construction a Diagnostic Test in the Form of Two-tier Multiple Choice on Calculus Material

This work is a research development of two-tier multiples choice diagnostic test instruments on calculus material. The purpose of this study is; 1) Obtaining the construction of a two-tier multiples choice diagnostic test based on the validity of the contents and Constable, 2) obtaining the quality of two-tier multiples choice diagnostic tests based on the reliability value. The method used is focused on the construction of diagnostic tests. The development research was adapted from the Retnawati development model. The research generated: 1) Construction of a two-tier multiples choice diagnostic test based on the validity of the contents and the construction obtained that the two-tier multiples choice diagnostic test is proven valid. 2) The quality of two-tier multiples choice diagnostic tests based on the reliability value gained that the compiled two-tier diagnostic test instruments. The validity of the content is evidenced by the average validity index (V), for the two-tier multiples choice diagnostic test instrument obtained an average validity index (V) of 0.9333 and for an interview guideline instrument acquired the validity index (V) 0.7556 in which both the validity index (V) approaches the value 1. Whereas for the validity of the construction acquired three dominant factors based on the scree-plot and corresponds to many factors on the calculus material examined in this study. The quality of two-tier multiples choice diagnostic tests is compiled of two-tier diagnostic test instruments based on the reliability value gained.

Evaluating Chinese Secondary School Students’ Understanding of Green Chemistry

This study aimed to examine the understanding of secondary school students about green chemistry-related concepts, to include raw materials, solvent, and atom economy. Interviews were conducted with secondary school students from Grades 9 to 12 to acquire their descriptive understanding of the corresponding concepts. Based on the systematic analysis of the collected data, a semi-structured two-tier diagnostic instrument was proposed, which was then administered to secondary school students. Some options that were less often selected by respondents were eliminated. Using the revised instrument, a pilot survey was conducted among secondary school students, and the similar elimination procedure was followed. The final instrument was used to conduct a survey among secondary school students from Grades 9 to 12 for examining their understanding of various concepts related to green chemistry. The results showed that secondary school students’ understanding of green chemistry-related concepts and the term “green chemistry” was low. However, the older students’ understanding of the corresponding concepts was significantly superior to that of the younger students. No noticeable differences were found between male and female students. The findings of this study can help teachers to better examine the knowledge mastered by their students and evaluate progression in learning green chemistry.

Conceptual Understanding Analysis Through Two-Tier Model Diagnostic Tests on Acid-Base Materials

<div class="WordSection1"><p>This research aims to organize instrument of computer-based two-tier multiple choices diagnostic test. The research method used was quantitative and qualitative method. This research was conducted in class XI MIPA 3 and XI MIPA 4, Senior High School 1 Ungaran. The research procedure was designed starting from selecting the difficult subjects, arranging test plan, designing two-tier model of diagnostic test, designing web, tryout, analysis of tryout data, diagnostic test, interview, and analysis of concept understanding. The finding of the research that the instrument was valid and reliable. The result of students’ concept understanding of acid-base on implementation class showed that 9 of 35 students (26.86%) understood the concept thoroughly, 4 of 35 students (8.43%) got misconception, 1 of 35 students (3.71%) kept guessing, 12 of 35 students (34.86%) grasped less understanding while 9 of 35 students (26.14%) did not understand the concept of Acid-Base. The inference drawn of this recent study is that computer-based two-tier diagnostic test instrument can be used to analyze students’ concept understanding about acid-base by combined interpretation of students’ answers with several categories of concept understanding, misconception, guessing, less understanding of the concept, and failure to understand the concept.</p><p> </p><p> </p></div>

IDENTIFYING STUDENTS MISCONCEPTIONS ON CHEMICAL BONDING USING TWO TIER TEST

Misconception is one of the obstacles that may reduce learning effectiveness. In this study, we develop two-tier multiple choice diagnostic test instrument that can be used to identify students’ misconceptions on chemical bonding. Two-tier test with 25 test items was proven to be valid and reliable. This diagnostic test was able to detect students’ misconceptions including misconceptions about element stability, ionic bonding, covalent bonding, covalent coordinate bonding, metallic bonding, as well as characteristics and physical property of each bonding. The identified misconceptions could serve as a reference for teachers in remediating students’ misconception.

Exploring students’ understanding of electrochemical cells using an enhanced two-tier diagnostic instrument

Background:The development of two-tier multiple-choice questions has permitted the diagnosis of students’ understanding on various topics in the sciences as well as helped to ascertain the alternative conceptions they have. A limitation of two-tier diagnostic instruments that has been noted in the literature, but which has not been systematically explored, is that some questions can have a diagonal response. This can allow students to select a second-tier response based on cues from a particular response in the first tier, and it can limit the analytical utility of the diagnostic instrument to some extent.Purpose:The study explores an enhancement of the traditional two-tier diagnostic instrument to address diagonal response. In the format proposed, there are dual sections for both the answer and reason tiers. The answer tier is in dichotomous form and for each of the dichotomous responses, there are separate polytomous responses in the reason tier.Sample:There were 99 students of grade 10 level who participated in this study.Design and Method:The research design follows the usual approach adopted for the development of diagnostic instruments but with some modifications. The topic of electrochemical cells was chosen to evaluate the effectiveness of the enhanced format of the two-tier instrument.Results:It was found that with the enhanced format, the issue of diagonal response has been satisfactorily addressed. Also, a situation where students get the answer wrong but the reason correct, which is sometimes encountered in two-tier questions, does not arise with this format. The instrument has also been able to shed some light on the students’ understanding of electrochemical cells and their alternative conceptions.Conclusions:The enhanced format of the two-tier instrument proposed in this study can also be used for the study of alternative conceptions in science education.

Development and application of a two-tier diagnostic instrument to assess middle-years students’ proportional reasoning

Proportional reasoning involves the use of ratios in the comparison of quantities. While it is a key aspect of numeracy, particularly in the middle years of schooling, students do not always develop proportional reasoning naturally. Research suggests that many students do not apply proportional methods appropriately and that they often erroneously apply both multiplicative and additive thinking. Further, students cannot always distinguish non-proportional situations from those that are proportional. Understanding the situations in which students mistakenly use additive or multiplicative thinking and the nature of the proportional reasoning that students apply to different problem types is important for teachers seeking to support their students to develop proportional reasoning in the classroom. This paper describes the development and use of a two-tier diagnostic instrument to identify situations in which students could and could not apply proportional reasoning and the types of reasoning they used. It presents data from an Australian study involving over 2000 middle-years students (Years 5 to 9) as a means of illustrating the use of the instrument for diagnosing students’ reasoning in different situations. The findings showed that the instrument was useful for identifying problem types in which students of different ages were able to apply correct reasoning. It also allowed identification of the types of incorrect reasoning used by students. The paper also describes useful applications of the instrument, including its use as a diagnostic instrument by classroom teachers and its use in the design of classroom activities included in teacher professional learning workshops.

An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument

This study focused on the development of a two-tier multiple-choice diagnostic instrument, which was designed and then progressively modified, and implemented to assess students' understanding of solution chemistry concepts. The results of the study are derived from the responses of 756 Grade 11 students (age 16–17) from 14 different high schools who participated in the study. The final version of the instrument included a total of 13 items that addressed the six aspects of solution chemistry, and students' understandings in the test were challenged in multiple contexts with multiple modes and levels of representation. Cronbach alpha reliability coefficients for the content tier and both tiers of the test were found to be 0.697 and 0.748, respectively. Results indicated that a substantial number of students held an inadequate understanding of solution chemistry concepts. In addition, 21 alternative conceptions observed in more than 10% of the students were reported, along with discussion on possible sources of such conceptions.

Development of two-tier diagnostic instrument and assess students understanding in chemistry

The objective of this study was to develop a two-tier test about the subject of “Separation of Matter” in 9th grade chemistry curriculum and to argue the efficiency of this test on students’ achievement. First, we interviewed 21 students to develop multiple-choice items. Secondly, 24 students were asked to select the most appropriate answer to each question and then they gave explanations for their choices to develop a two-tier test. At the third phase of this study, a two-tier test including 15 questions was developed and applied to141 students for collecting data. The results of the study showed that the two-tier test was effective on determining the students’ misconceptions and also it might be used as an alternative to the traditional multiple choice test for of assessment and evaluation of alternative students’ achievement. Key words: Two-tier test, chemistry, misconception, traditional multiple choice test, achievement.

The two-tier instrument on photosynthesis: What does it diagnose?

The goal of this study was to understand how six college biology students complete the tasks of a traditional paper and pencil instrument designed to detect alternative conceptions about photosynthesis. Participants responded to relevant items in a two-tier diagnostic instrument in a think-aloud task. Responses to the traditional content question (first tier) were correct more often than reasons (second tier). However the participants' verbal data indicated that they relied upon test-taking strategies, not retrieval from memory, to choose their reasons. Some distractors caused participants to accept incorrect propositions being considered for the first time (rather than eliciting a misconception from extant knowledge). They also considered relevant exceptions and subtle language cues that justified their choices of incorrect reasons. Participants voiced concerns about the conscientiousness with which students complete such instruments. These findings raise concerns about the validity of using such instruments for diagnosing alternative conceptions.

Identification and Analysis of Student Conceptions Used to Solve Chemical Equilibrium Problems

This study identified and quantified chemistry conceptions students use when solving chemical equilibrium problems requiring application of Le Chatelier's principle, and explored the feasibility of designing a paper and pencil test to accomplish these purposes. A 10-item pencil and paper, two-tier diagnostic instrument, the Test to Identify Student Conceptualizations (TISC), was developed and administered to 95 second-semester university general chemistry students after they received regular course instruction concerning equilibrium in homogeneous aqueous, heterogeneous aqueous, and homogeneous gaseous systems. To validate TISC, nine students from a stratified random sample were selected for interviews incorporating comparable chemistry problems. The probability that TISC correctly identified an answer given by a student in the interview was p = .64, whereas the probability that TISC correctly identified a reason given by a student in the interview was p = .49. Eleven prevalent incorrect student conceptions about chemical equilibrium were identified by TISC. Students consistently selected correct answers more frequently (53% of the time) than they provided correct reasons (33% of the time). The level of association between student answers and their respective reasons on each TISC item was quantified using conditional probabilities calculated from logistic regression coefficients. The Kuder-Richardson 20 reliability for TISC was .79. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 160–176, 2000