Two-tier Diagnostic Test Research Articles

Identification of Students’ Comprehension of Radiation Concept Using Rasch Analysis

This community service was conducted using a survey method. The survey aimed to test the understanding of high school students regarding the dangers of radiation exposure from the surrounding environment. Participants in this activity were 48 students (35 science students and 13 social science students) from a high school in Majalaya, Bandung Regency. The instrument used was a two-tier diagnostic test consisting of 4 essay questions related to physics concepts concerning radiation exposure. The analysis of the test results was divided into two parts: conception analysis and Rasch analysis. The conception analysis was done by interpreting students' answers and categorizing them into five conception categories: Full Understanding (FU), Partial Understanding (PU), Misconception (MC), Not Understanding (NU), and No Coding (NC). This categorization was presented in percentage form. The Rasch analysis was conducted based on the distribution of students' answers and item bias detection to identify the spread of students' answers to each question item and the biases present. First, the conception analysis results showed that 53% of students were included in the FU category, while only 5% were in the Not Understanding (NU) category. This indicates that students' understanding of the dangers of radiation exposure is quite good, as more than half of the participants are in the FU category. Second, the Rasch analysis results based on the distribution of students' answers showed that more students could answer basic comprehension questions compared to classification and analysis-based questions. Additionally, the Rasch analysis results based on item bias detection indicated that there was no gender or academic major bias in the four question items.

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.

Development of the Bipolar Junction Transistor Diagnostic Test (BJTDT) to explore the second-year undergraduate Myanmar electronic and Thai electrical engineering students’ understanding of BJT working principles and applications

ABSTRACT A bipolar junction transistor (BJT) and its operation are fundamental concepts for the understanding of power electronics (industrial electronics), transistor-transistor logic (TTL), electronic switching, and signal amplification in modern electronics. Previous research showed that non-major engineering, computer, electronic, and electrical engineering students could not understand the basic concepts involved in a BJT. This paper describes the development of a two-tier diagnostic test, the test’s administration, limitations, the participants’ detailed context, and findings from a study that explores Myanmar and Thai second-year undergraduate students’ understanding of BJT working principles and applications. The results revealed that many students in both countries had the same alternative conceptions about collector current in each operation mode of the BJT. Some alternative conceptions differ from the previous research, such as a) the collector current does not depend on the base current in cut-off mode, and b) changing the collector current does not depend on the base current in active mode, but it depends on the collector supply voltage. These research findings provide valuable information and instruments for teachers to insight, prevent, and correct the alternative conceptions proposed by students.

Development of a Two-Tier Diagnostic Test for The Analysis of Momentum and Impulse Learning Difficulties in Students

This study aimed to develop a formation test that also serves as a diagnostic test. The purpose of this product is to determine students’ learning difficulty levels. We used a two-step multiple-choice assessment tool to develop this diagnostic test. Because two-step multiple-choice tests help teachers identify learning difficulties that arise in students. The research method used is research and development. This test was developed using the Moodle platform and takes the form of a closed multiple-choice test consisting of 20 questions. Media and materials experts validate diagnostic tests. Based on validation, this developed product can be used as a physics learning assessment tool to measure student learning outcomes and learning difficulties. The aspects of media learning expert is usability, navigation, visuals, product, effectiveness, and content. While, the aspects of material expert are compliance with curriculum, construction, and language. We tested high school students and found that 2 of the 20 questions about the concepts of momentum and impulse were mastered and the remaining 18 were at the level of instrumental understanding and misunderstanding. Therefore, teachers should look for strategies to expand students' conceptual knowledge of dynamics and momentum. Thus, the mastery of the student's concept is whole and thorough.

Validity and Reliability of the Two-tier Diagnostic Test to Identify Students’ Alternative Conceptions of Intermolecular Forces

Alternative conceptions or misconceptions is believed as the main barrier for most students who learn chemistry. Students who hold alternative conceptions will struggle to understand the advanced concepts. Therefore, identifying those alternative conceptions is important. In this study a diagnostic test was designed and developed to identify students’ alternative conceptions about intermolecular forces (IMFs). The diagnostic test developed in this study consist of 19 multiple choice questions with open reason. The test was administered to 88 university students who learn chemistry. Data collected were analyzed using SPSS. The validity and the reliability of the test were 0.526 and 0.878 respectively. The result indicates that the test is valid and reliable. The mean difficulty value and discriminatory index are 0.623 and 0.45 respectively. The findings of the item analysis showed that the test is in moderate difficulty and the discriminatory of the test is in good category. Meanwhile, the average distractor effectivity for the diagnostic test is 3 options (out of 4 options), which means the distractors are in good category and well function. Those findings indicate that the two-tier diagnostics test could be used to identify students’ alternative conceptions and understanding about IMFs.

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.

USING COOPERATIVE LEARNING TO REDUCE STUDENTS’ MISCONCEPTIONS IN BIOLOGY: A STUDY OF SECONDARY SCHOOL STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT, NIGERIA

The purpose of this study was to determine the effect of the use of cooperative learning in reducing students’ misconceptions about Biology in Delta Central Senatorial District. To guide this study, six research questions and their corresponding hypotheses were raised and tested at a 0.05 level of significance. The design of the study was quasi-experimental design. The sampling technique was the simple random sampling technique. The samples of the study consisted of six mixed public secondary schools in six local government areas in Delta State, 240 students and six Biology teachers. The instrument for data collection was a two-tier diagnostic test (TTDT). The instrument’s validity and reliability were properly determined before use. The reliability of TTDT was found to be 0.89 using Kuder-Richardson 21 formula. The data collected were analyzed using mean, standard deviation, t-test and ANCOVA. The major findings of the study include: a significant effect of cooperative learning; a significant difference in the mean corrected misconception score between students taught biology using cooperative learning and lecture method; a non-significant difference in mean corrected misconception scores between male and female students taught using cooperative learning; non-significant interaction effect between sex and method of instruction on students corrected misconception; significant effect of cooperative learning on students’ achievement; and significant difference in achievement scores between students taught biology using cooperative learning and those taught using lecture method. It was concluded that the adoption of cooperative learning strategies may be appropriate for the teaching and learning of Biology to reduce students’ misconceptions and improve achievement. It is therefore recommended that the Ministry of Education should organise special training for teachers on the use and implementation of cooperative learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

The Development of a Two-Tier Diagnostic Test for Student Understanding of Light

The Development of a Two-Tier Diagnostic Test for Student Understanding of Light

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

Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate from Learning by Using the Small-Scale Experiments

This study aimed to investigate grade-11 students’ conceptual understanding of chemical reaction rate through 5E inquiry approach in which they were asked to explore data for answering the engaged question using the small-scale syringe-vial experiment (SSVE) and elaborate their understanding using the AR interactive Particulate-level Visualization (ARiPV). The two-tier diagnostic conceptual test and semi-structured interview questions served as the data collection instruments. Thirty-three grade-11 students cooperated in the series of four 2-hour 5E learning activities for a total of 8 hours. Dependent samples T-test analysis showed that the mean score of the postconceptual test (mean 29.77, S.D. 6.77, 66.16%) was statistically greater than that of the preconceptual test (mean 11.68, S.D. 10.14, 25.96%) at the significance level of 0.05. Their actual gain was 40.20% and their normalized gain was 0.54, a medium increase. The majority of them moved from the less correct category, Partial Understanding with Specific Misunderstanding (PMU, 43.03%), to the more correct category, Partial Understanding (43.84%). The semi-structured interview showed that the 5E inquiry technique using SSVE in conjunction with ARiPV was entertaining and successful in identifying and enhancing their understanding. This demonstrated that this integrated intervention can encourage students to shift their conceptual understanding of reaction rate to the more advantageous categories.

The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions

The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children’s conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was used to achieve this objective. The research study among elementary school students (n = 434) has shown that students are mostly unable to work effectively with visuals due to their inappropriate properties such as headline quality or factual errors.

USING A THREE-TIER MULTIPLE-CHOICE DIAGNOSTIC INSTRUMENT TOWARD ALTERNATIVE CONCEPTIONS AMONG LOWER-SECONDARY SCHOOL STUDENTS IN TAIWAN: TAKING ECOSYSTEMS UNIT AS AN EXAMPLE

This research is conducted to identify the scientific conceptual cognition of ecosystem and the corresponding alternative conceptions by lower-secondary school students in Taiwan. Concept mapping, interviewing, and two-tier diagnostic test cannot make explicit reasoning pathways that students may use. Therefore, its purpose is to develop, validate, and utilize a three-tier multiple-choice diagnostic instrument for the ecosystem concept (TDIEC). The instrument can assist teachers in analyzing their students’ reasoning. This does not only distinguish alternative conceptions from lack of knowledge but also determines the percentages of false positives and false negatives. One hundred and six students were tested with this instrument in Taiwan. The data analysis reveals common alternative conceptions shared by students, indicating that 35.59% of the samples had inaccurate conceptualizations of ecosystems. Common alternative conceptions of ecosystems include the following: (i) Only biological components constitute an ecosystem; (ii) The Venus flytrap and pitcher plants are preys; (iii) Competition is synonymous to predation; (iv) Ecological balance refers to the sustainable circulation of energy and matter in the environment; and (v) The simpler the species, the more stable the ecosystem. It concludes with the interpretation of the results, suggestions for the application of the TDIEC, and correct alternative conceptions in Ecology classes. Keywords: Three-Tier Diagnostic Instrument, ecosystem concepts, alternative conceptions, lower-secondary students

DEVELOPING TWO-TIER DIAGNOSTIC INSTRUMENT TO DETERMINE MISCONCEPTIONS ON SOCIOSCIENTIFIC ISSUES

Socioscientific issues, which we encounter more and more frequently, will gain much more importance in the coming years. Socioscientific issues have many topics that individuals will experience decision-making processes in the future. Adequate knowledge of the concepts lies at the basis of the decision-making process. The aim of this study is to develop a two-tier diagnostic test to identify misconceptions in socioscientific issues and to study the validity and reliability of this test. In this scale, which was developed in the mixed method, there are questions about energy resources, global warming, genetic engineering and cloning. In order to develop the two-tier test, a process consisting of three basic stages was carried out: determining the content, obtaining information about students' misunderstandings, and developing the diagnostic test. The data of the study were collected from eighth and ninth grade students. In order to determine the final version of the scale; the reliability, difficulty and discrimination values were analyzed with the data of 385 students. A test-retest application was also made with the participation of 55 students. The KR-20 value of the 30-item two-tier socioscientific issues concept test developed is 0.85, the average difficulty value is 0.46987, the average discrimination value is 0.497364, and the Pearson Correlation coefficient for test-retest reliability was 0.776. As a result of the study, a valid and reliable two-tier diagnostic test consisting of 30 items that can be used to identify misconceptions in socioscientific issues has been developed

The Analysis of Students’ Mental Models Using Macromedia Flash-Based Learning Media on Molecular Shapes Lesson

The profile of students’ mental model was very needed to know student successes and difficulties in describing macroscopic, submicroscopic, symbolic representation as the characteristics of chemistry. This research aimed at analyzing the profile of students’ mental model of experimental and control groups, and knowing the effect of Macromedia Flash based learning media toward students’ mental model at the tenth grade of MIA. This research was conducted in the Academic Year of 2019/2020 at State Senior High School 1 Pekanbaru on Molecular Shapes lesson. It was Mixed Method Research integrating qualitative and quantitative researches with explanatory design. There were 20 students as the samples selected by using Simple Random sampling technique. Instruments used in this research were two-tier diagnostic test and interview to strengthen the data obtained. The results of analyzing the data showed that the profile of students’ mental model of experimental group using Macromedia Flash based learning media overall had 70% intact mental model and 30% alternative mental model, the control group students had 37% intact mental model and 63% alternative mental model. The research findings also showed that there was an effect of Macromedia Flash based learning media toward students’ mental model. The result of hypothesis testing that SPSS was used to help showed sig. (2-tailed) 0.000, it meant that Ha was accepted and H0 was rejected. Â

Effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and anthropomorphic discourse

This study investigated the effect of visual anthropomorphic stories on students’ understanding of the particulate nature of matter and their level of anthropomorphic discourse. This study employed a quasi-experimental research design with pretest and posttest control groups. Science activities supported by visual anthropomorphic stories were conducted in the experimental group, and the 2018–2019 science curriculum was implemented in the control group. Two measurement tools, which included a ‘two-tier diagnostic test for the particulate nature of matter’ and an ‘anthropomorphic discourse usage-level test for the atomic concept’, were used. Consequently, this study showed that the anthropomorphic discourse scores were statistically significant in favor of the students in the experimental group, while their scientific explanation scores were statistically significant in favor of students in the control group. That is, the science activities supported by visual anthropomorphic stories further developed students' anthropomorphic discourse in the experimental group but could not sufficiently develop their scientific explanations. Additionally, this study showed that the scores of the ‘positive tendency’ taxonomy on the particulate nature of matter for the students in both groups were close to each other, but their scores of the ‘negative tendency’ taxonomy were statistically significant differences in favour of the control group. Namely, science activities supported by visual anthropomorphic stories could help students in well understanding concepts of the particulate nature of matter.

IDENTIFIKASI MISKONSEPSI DALAM MENYELESAIKAN SOAL PERTIDAKSAMAAN LINEAR SATU VARIABEL YANG MEMUAT NILAI MUTLAK

Abstract This research aims to describe the forms of student misconceptions and the factors that cause misconceptions experienced by students in solving linear inequality problems with one variable containing absolute values in class X SMA Muhammadiyah 1 Pontianak. The subjects of this research were students of class X IPA 3 SMA Muhammadiyah 1 Pontianak, totaling 25 students. The research uses descriptive method as the research method. Case study is a form of research used. The results of the research revealed that the research subjects experienced five forms of misconception, namely notation misconceptions experienced by 1 student or by 4%, generalizing misconceptions experienced by 3 students or by 12%, misconceptions of the application of rules experienced by 6 students or by 24%, calculation misconceptions experienced by 2 students or by 8%, and specialization misconceptions experienced by 3 students or 12%. The misconceptions experienced by these students are caused by wrong intuition and incomplete reasoning, where students' intuitive thoughts that arise spontaneously when solving problems are still wrong and students' reasoning or logic is still wrong in drawing conclusions and being too broad in generalizing. Keywords: Misconceptions, Two-Tier Diagnostic Test, One Variable Linear Inequality Problem with Absolute Values

PENGEMBANGAN TES DIAGNOSTIK TWO TIER MENGGUNAKAN APLIKASI GOOGLE FORM PADA MATERI TEKANAN DI SMP

AbstractThis study aims to develop a two-tier diagnostic test using the google form application on pressure materials in junior high schools. Research on the development of a two-tier diagnostic test using the google form application on this pressure material uses research and development (R&D) methods. This research was carried out in two stages of trial, namely product trials which were carried out at SMP Negeri 1 Sungai Raya and trial usage at SMP Negeri 1 and 9 Sungai Raya. The instrument used is a two-tier diagnostic test which is distributed using the google form application. This study presents 21 items on the diagnostic test divided into two categories moderate and easy. There are 11 questions while the easy questions have 10 questions. The content validity level of this study was 0.74. Then the reliability shows 0.804 in product trials and 0.711 in usage trials. With a readability level of 4.42, it is categorized as usable in junior high school. Based on the results of panel validation regarding the use of google forms with the Aiken 1 index and some student response data, the google form application is in the high category (77.33%). So that the google form application can be used for diagnostic test questions.Keywords: Development, Diagnostic Test, Google Form, Identification, Pressure, Two Tier

Online Learning Design for Animalia Classification Materials With Discovery Learning-Based Learning Videos and Vee . Diagrams

Preliminary study was done by giving a cognitive test using a two-tier diagnostic test to 147 students of 10 high schools from 5 districts. It showed that the questions that a respondent can accomplished was only 56%. This research aims to 1) know the characteristics of online learning using video for animalia classification materials based on discovery learning and vee diagrams 2) determine the feasibility of learning videos for animal classification based on discovery learning and Vee diagrams. This research is a qualitative descriptive research. The research subjects were biology teachers and grade X students of public senior high school in Wonogiri. The respondents were purposively selected. Data was collected from observation, interview, and documentation. Data collection instrument were questionnaire for teachers on learning models and animal classification materials, students' questionnaires on learning video. The findings are 1) The video for animalia classification made the learning more interesting, help the students to build concepts and make learning more meaningful 2) learning video is suitable for use in online learning animal classification based on the results of teacher questionnaires at four aspects: (1) selection of learning resources and media teaching 87,50% (2) learning approaches and methods 87,50% (3) learning model syntax 90,63% (4) Evaluation 83,3% and the average result for material content 91,11%. Students also gave positive responses on learning video: (1) display 82,47% (2) materials 81,24% (3) learning model 81,9%.

Student’s misconception and thinking style on modern physics course

This study aims to determine the relationship between misconceptions and thinking styles of students in modern physics course and to determine which type of thinking style is more dominant in relation to misconceptions. This type of research is a survey study with a quantitative approach. The samples in this study were 60 students who have followed the modern physics course. Data collection used a two-tier diagnostic test on modern physics and a thinking style questionnaire. The results of the analysis with the correlation test found that the types of thinking style Concrete Sequential (CS), Sequential (AS), and Random (RA) are negatively correlated with misconceptions or it can be said that there is almost no correlation with misconceptions, namely (-0.024), (-0.113) and (-0.082). Meanwhile, the type of concrete random thinking style (CT) has a positive correlation with misconceptions, but the relationship is weak (0.303). Based on these results, it can be said that the types of thinking styles of students tend to have no correlation with misconceptions. Even though the correlation between the two is low, it is necessary to pay attention to the thinking style of students in conveying concepts in modern physics.

Penggunaan Pembelajaran Problem Based Learning (PBL) Untuk Mengurangi Miskonsepsi Pada Materi Asam Basa

This study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptionsThis study aims to determine the effect of the use of Problem Based Learning towards reducing students' misconceptions on acid-base material. The learning model used in this study is the Problem Based Learning (PBL) learning model. The population in this study were all students of class XII IPA in Tomitas Caritas Catholic High School while the sample used was class XII IPA 2. Data collection techniques used a two-tier diagnostic test. Analysis of the data used in this study is the Rasch model and hypothesis testing. The results showed that there were still students who experienced misconceptions even including students who had high abilities, and the average pretest learning outcomes = 48.6 while the average posttest learning outcomes = 86.6. The results of the study for the hypothesis test were analyzed using the T-test statistic at a significant level of 0.05 and the results obtained were obtained at 7.90> 1.684 Ttable so that H0 was rejected and H1 was accepted. Based on these results it can be concluded that the use of Problem Based Learning learning models can reduce student misconceptions