Two-tier Multiple-choice Test Research Articles

Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of Acid-Base Chemistry and Stoichiometry

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners’ conceptual understanding and retention.

Analysis High Order Level Thinking Skills of High School Students in Chemistry Learning

This study aims to describe the high-order thinking skills of high school students. The research method used is a descriptive method with a quantitative approach. The sampling technique used was the random sampling technique. The research subjects were 488 high school students. The data collection technique is a two-tier multiple choice test consisting of twenty questions covering analyzing, evaluating, and creating. Based on the research results and discussion, high-order thinking skills of high school students showed an average in the very high category with a percentage of 1.8% with a frequency of 9 students. The ability of students in the high category has a percentage of 19.9%, with a frequency of 97 students and the ability of students in the medium category is 49%, with a frequency of 239 students. Meanwhile, the average in the low category is 21.9%, with a frequency of 107 students and the ability of students in the very low category has a percentage of 7.4% with a frequency of 36 students. Overall, high-order thinking skills in high school in Tegal are in the medium category.

Exploring the Influence of the Evidence-Based Reasoning Model in the Inquiry Approach to Enhancing Students' Scientific Reasoning

Scientific reasoning becomes a prerequisite skill for studying science. The fact is that this ability, especially at the junior high school level, is relatively low. One learning model that can be applied to overcome this problem is inquiry-based, evidence-based reasoning. This type of research is a one-group pretest-posttest design with a sample of 102 students taken by the purposive sampling technique. The research instrument was a two-tier multiple-choice test based on scientific reasoning indicators. The results of the study were analyzed using the N-gain test, and a value of 0.6 was obtained, or it could be concluded that there was an increase in students' scientific reasoning in the moderate category. An ANOVA test was also carried out, and a significance value of 0.258 > 0.05 was obtained, which indicated that there was no significant difference between groups or that the EBR model had a consistent impact on increasing students' scientific reasoning. Each indicator of scientific reasoning also experienced an increase in the moderate category. The existence of this research can be of particular concern to educators as they continue to train scientific reasoning abilities in various natural science materials so that a scientific mindset is formed in students.

Development of a HOTS-Leveled Two-Tier Multiple Choice (TTMC) Test to Measure Student Misconceptions in Islamic Studies

This study aims to develop a Two-Tier Multiple Choice (TTMC) HOTS-level test to measure student misconceptions in Islamic learning. The research method used is the 4-D method by Thiagarajan with descriptive data analysis. The results of the misconception test using TTMC showed variations in students' answers between those who understood the concept, had a pure misconception, guessed the misconception, and did not understand the concept. The feasibility of the evaluation tool is met, and the identification of misconceptions is divided into four categories. The percentage of students who understand the concept is 49%, pure misconception is 11%, guesses the misconception is 17%, and does not understand the concept is 23%. This study contributes to measuring students' misconceptions in Islamic learning and can be used to improve teaching effectiveness and students' understanding of concepts

Higher Order Thinking Skills: Student Profile Using Two-Tier Multiple Choice Instrument

This research aimed to analyze students' Higher Order Thinking Skills (HOTS) using a two-tier multiple choice (TTMC) test instrument. This study used a descriptive quantitative method with a purposive sampling technique. The instruments used are multiple-choice tests with free reasoning, the TTMC test for quantitative data, interview guides, and learning observations for qualitative data. Anderson and Krathwohl's Bloom taxonomy revision (2001) cognitive instrument used to classify HOTS. The results showed that the higher-order thinking skill profile has an average score of 63,21 and dominated good. Students' cognitive level of analyzing/C4 (74,35%) is more dominant compared to cognitive evaluating/C5 (68,90%) and creating/C6 (63,24%). The hormonal regulatory subconcept gets the highest correct answer average with a percentage of 89,74%, and the contraceptive method subconcept gets the lowest correct answer average with 35,90%. One factor that influences the high and low percentage of the correct answer for each subconcept is the level of difficulty of the question; medium (enough) in the contraceptive method and too tricky in the contraceptive method. Analysis of answer patterns based on the results of a TTMC test shows that students are better able to answer questions on the first tier than answering on the second tier.

Misconceptions About Buffer Solutions

There are many misconceptions in the chemistry discussion that can influence students to acquire new knowledge, one of which is regarding buffer solutions. It is one of the chemical concepts consisting of abstract ideas which likely trigger students' misconceptions. However, research on this topic was still limited. Thus, in the present study, researchers attempted to diagnose students' misconceptions about buffer solutions by administering a two-tier multiple-choice test. Research data were analyzed qualitatively and quantitatively. Respondents in this study were 98 second-semester eleventh-grade students majoring in Science in 3 senior high schools, with high (A), moderate (B), and poor (C) categories based on the 2015 National Examination's scores. The misconceptions detected were about what buffers do, what buffers are, and how buffers can do what they do. These findings were discovered in schools with a moderate category.

Effectiveness of Problem Solving-based Optics Module in Improving Higher Order Thinking Skills of Prospective Physics Teachers

This study aimed to identify the effectiveness of using physics-based problem-solving modules in improving prospective physics teacher students' higher-order thinking skills (HOTS). The experimental method has been used in designing the one Group Pretest-Posttest Control Groups. The research sample was all students who took the optics course. HOTS data was measured using a two-tier multiple-choice test instrument, and problem-solving ability data was measured using a Likert scale questionnaire. Data analysis was performed using descriptive and inferential statistics, including the N-Gain test, effect size, and Kruskal Wallis. The results showed that (1) there was an increase in student HOTS after the problem-solving-based module was applied by 0.42 in the medium category, and an increase occurred in all aspects of HOTS, including analyzing, evaluating, and creating; (2) the effect of problem-solving ability on students' HOTS; and (3) the effectiveness of problem solving-based modules is 2.36 in the very effective category. The results of the study can be concluded that the problem-solving-based optical module that has been designed is very effective in increasing students' HOTS and problem-solving abilities to support student success in learning optics

MISCONCEPTION INTERVENTIONS AND PUPILS’ CONCEPTUAL CHANGE IN SELECTED CONCEPTS IN BASIC SCIENCE IN ABEOKUTA

This study determined the effect of misconceptions intervention on students’ conceptual change in the concepts of density and floatation in basic science. The moderating effects of gender and school types on students conceptual change in the selected concepts were also determined. The misconception interventions in this study are hands-on activities that allow students who engage in them to observe evidence that contradict their misconceptions in density and floatation. Students in the upper basic three were the population of the study. A two-tier multiple-choice test was used to measure the conceptual change. The result revealed that exposing upper basic three students to the misconception intervention is significantly effective in facilitating conceptual change in the selected concept in basic science.

Development of A Two-Tier Multiple-Choice Instrument Based on Higher Order Thinking Skills (HOTS) on Acids, Bases, and Salts

This study aims to measure higher order thinking skills on Acid, Base and Salt material. All students can think, but most of the students need encouragement and guidance for higher order thinking processes The test instrument needed in this research is to encourage students to think in higher order, namely the Two-tier Multiple-Choice test instrument that encourages students to think at higher levels. This research uses survey method. The sample in this study was 140 students from 3 junior high schools in Bima City, West Nusa Tenggara, Indonesia have high, medium, and low school averages. Based on the results of the research that has been carried out, the conclusions are for the reliability value of 0.725, the difficulty of the problem is 0.560, and the discriminating power of 0.229. In the measurement of students' higher order thinking skills, it was found in the Low category of 8.8%, moderate 29.9%, good 42.7% very good 17.6%. This research is expected to provide an alternative to measure students' higher order thinking skills by using the TTMC instrument based on Higher Order Thinking Skills

The Effectiveness of Teaching Materials Loaded with Blended Learning with a Scientific Approach on Buffer Solution Learning

The 2013 scientific-based curriculum, teachers must facilitate students to gain knowledge or skills based on the scientific method. The research aims to analyze the effectiveness of teaching materials. This type of research development, teaching materials have valid content and media. Teaching materials are declared effective if there is an increase in students' classical mastery, an increase in the achievement of basic competencies, and students can understand macroscopic, microscopic and symbolic level representations. Quantitative descriptive research method, starting from the analysis of the quality of teaching materials and diagnostic test instruments Two Tier Multiple Choice (TTMC), application of teaching materials, application of questions, data analysis of test results, classical completeness, achievement of basic competencies, and analysis of representational understanding. The research subjects were students of class XI and XII MIPA. The results of the study were obtained from the results of the student's TTMC test on the buffer solution material that had used Teaching Materials. Data analysis was done classically. The results showed that there was an increase in classical completeness by 9%, the achievement of basic competence indicators increased by 8% and concept understanding increased by 6%. So that the teaching materials developed are effective to use.

The development and implementation of a two-tier multiple choice test related to the concepts of oxidation-reduction reactions and galvanic cells

In recent years there has been growing interest in research concerning students’ understanding of electrochemistry concepts. The two-tier multiple choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The aim of current research was to develop a two-tier multiple choice test related to the concepts of oxidation-reduction reactions and galvanic cells, and to examine the applicability of this test. For this aim, primarily the students’ misconceptions about related issues were identified in consideration of the literature. Then, a two-tier multiple choice test consisting of 19 items was developed based on the misconceptions identified. As a result, a valid and reliable two-tier multiple choice test was confirmed for the identification of 11th grade students’ misconceptions about the concepts of oxidation-reduction reactions and galvanic cells. In addition, the students’ misconceptions were discussed by evaluating answers given during the test.

Conceptual Changes of Students in Thermodynamics in Physical Chemistry Course Through The Implementation of Blended Learning

This study aims to determine the conceptual changes of students after participating in learning with a blended learning approach on Thermodynamics material. This research is a type of pre-experimental (pre-experimental design) with a One Group Pretest-Postest Design. The blended learning approach is applied using the Problem Based Learning model. The research sample was Class C Odd Semester 2019/2020 students which consisted of 34 students who programmed Physical Chemistry courses. The instrument used is a two-tier multiple choice test which includes concepts in Thermodynamics material which is equipped with a valid CRI. The blended learning approach is one approach that can be used that facilitates student activities in utilizing ICT through the delivery of materials, discussion of task completion, and training in the search for teaching materials on Thermodynamics material. The results showed that misconceptions still occur in every concept of Thermodynamics. The average reduction of misconceptions (MC) is 11.2%, the increase in the number of students to knowing concept (KC) classically is 19.2%, and the decrease in the number of students unknowing concept (UKC) is classically 8.1%. Students' conceptual changes to the material of Thermodynamics are still low. Students are required to understand well the content of the material related to basic concepts, mathematical equations (formulas), and the applicative forms of concepts in everyday life in accordance with the characteristics of the thermodynamic material.

A Diagnosis of Students’ Misconceptions of Photosynthesis and Plant Respiration

This study aims to identify common misconceptions about photosynthesis and plant respiration among Form Four (Grade 10) students by developing two-tier multiple-choice test questions. This descriptive survey research was carried out using a quantitative approach, with 500 study samples. The items in Photosynthesis and Plant Respiration Diagnostic Test (PRDT) was designed in two parts; Part One tested the students’ knowledge of concepts, and Part Two tested the students’ understanding and reasoning. Rasch analysis was used to obtain the option probability curves for each item. The option probability curves present a visual image of the distribution of correct answers and misconceptions across the spectrum of student knowledge. The findings showed that students had 43 common misconceptions, which can be categorised into the inability to trace matter, energy as well as scale and location. The findings brought significant implications on the progress of the teaching and learning of Biology.

A Diagnosis of Students’ Misconceptions of Photosynthesis and Plant Respiration

This study aims to identify common misconceptions about photosynthesis and plant respiration among Form Four (Grade 10) students by developing two-tier multiple-choice test questions. This descriptive survey research was carried out using a quantitative approach, with 500 study samples. The items in Photosynthesis and Plant Respiration Diagnostic Test (PRDT) was designed in two parts; Part One tested the students’ knowledge of concepts, and Part Two tested the students’ understanding and reasoning. Rasch analysis was used to obtain the option probability curves for each item. The option probability curves present a visual image of the distribution of correct answers and misconceptions across the spectrum of student knowledge. The findings showed that students had 43 common misconceptions, which can be categorised into the inability to trace matter, energy as well as scale and location. The findings brought significant implications on the progress of the teaching and learning of Biology.

How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?

This study examined middle school students’ scientific reasoning ability in relation to gender and learning environment perceptions. The data were obtained from 269 (148 girls and 121 boys) students. A two-tier multiple-choice test was used to assess students’ scientific reasoning ability, while a Likert scale-type self-report questionnaire was used to assess students’ learning environment perceptions. Results showed that there was no significant difference between girls and boys regarding their scientific reasoning abilities. On the other hand, students’ scientific reasoning ability was found to be positively associated with involvement, task orientation, and teacher support, while it was negatively related to cooperation in science learning environments. Since students spent thousands of hours in classrooms, it is vital to examine and deepen the knowledge about the relationship between the learning environment and student outcomes. The current study presented and discussed considering the context of science education in Turkey; further studies can be conducted in different countries and contexts.

Development of Two-Tier Multiple Choice Test to Assess Indonesian Elementary Students’ Higher-Order Thinking Skills

Development of Two-Tier Multiple Choice Test to Assess Indonesian Elementary Students’ Higher-Order Thinking Skills

Development of Two-Tier Multiple-Choice Test to Assess Students’ Conceptual Understanding on Respiratory System Material of 11th Grade of Senior High School

<span lang="EN-US">Students’ conceptual understanding on Respiratory System Material has to be assessed. This is a research and development study aims to develop a two-tier multiple-choice (TTMC) test to assess students' conceptual understanding on Respiratory System Material on 11<sup>th</sup> grade. Modified Borg and Gall’s (R&D) research design was used in this research. A preliminary study was conducted to analyse teacher and student needs about instrument assessment. Instrument validation was carried out to expert judgment and 90 of 11<sup>th</sup> grade students of SMA N Gondangrejo were selected by random sampling. The validation result shows that validation of material, construct, and practitioners expert are very good. Statistical validation using Rasch model shows that there is no item bias in terms of gender, 20 items are valid, person reliability 0.73, item reliability 0.89, item difficulty divided into four categories (very easy, easy, hard, very hard), and based on person separation and item separation the TTMC instrument was developed consists of 4 categories items to assess 3 categories respondent (understanding, misconception, not understanding). The percentage of students’ conceptual understanding on Respiratory System Material shows that 37,7% students understood the concept, 41,6% students had misconceptions, and 20,7% students who don’t understand the concept.</span>

Student Error Analysis in Solving Mathematical Problems

Many factors influence and cause the learners feel difficult in resolving mathematical problems. One of these factors is the mistake of students when solving problems in mathematics. The research aims to analyze students' mistakes in working with mathematical diagnostic tests. The method used in this study is a quantitative descriptive where the data was taken through a diagnostic test result of 251 students. The instrument used in this research is a valid and reliable two-tier multiple-choice test instrument. The researcher later corrected student test results. Once fixed, the answer was later analyzed using Newman's theory based on four indicators, i.e. (1) Error understanding, (2) error transforming, (3) Error processing skills, and (4) Error writing answers and then described. Results in research shows the mistakes that students do in resolving mathematical problems in calculus material are largely due to errors in understanding, errors of transformation, and error in process skills. Based on the results of the study, researchers concluded that students have done mistakes in resolving mathematical problems in calculus material largely due to errors in understanding, error transformation, and error in process skills. To overcome the mistakes that students do when solving mathematical problems can be used by several scaffolding solutions, using a creative and innovative learning model and tell students what they are doing and instantly fix them.

The effect of the Self-explain–Discuss–Re-explain (SDR) learning strategy on high- and low-achieving fifth-grade students’ achievement in science

ABSTRACT Background Being able to think independently is a must for students to construct new knowledge in their minds. Self-explaining is a constructive learning strategy that encourages students to think for themselves and to make inferences that go beyond the given information. The Self-explain–Discuss–Re-explain (SDR) strategy adapted from self-explaining is expected to be able to help students learn science and foster the habit of independent thinking. Purpose This study employs a quasi-experimental design to investigate the effects of SDR and traditional strategies on high- and low-achieving fifth-grade students’ achievement in learning about the position and motion of the sun. Participants Altogether 104 students participated in this study, with the 52 receiving the SDR strategy designated as the experimental group, and the other 52 receiving the traditional strategy designated as the comparison group. Each student was classified as a high- or low-achiever based on their test scores from the final science exam the previous semester. Design and methods The research instrument for this study was a two-tier multiple-choice test. We used this test for both pre- and post-tests of the experimental group and the comparison group, and then performed statistical analysis on the data obtained from the pre- and post-tests. Results The findings show that the SDR strategy was more effective at helping high- and low-achievers learn about the sun’s position and motion and in helping close the achievement gap between them than the traditional strategy was. Conclusions The SDR strategy can help low-achievers catch up with their high-achieving classmates. It can be used to remedy low-achieving students’ weaknesses in a specific area of science.

Analysis Science Process Skillsof 11th Grade of Senior High School Students

Science Process Skills (SPS) is all scientific skills used to acquire, develop, and apply scientific concepts and theories. The mastery of Science Process Skills is not only useful in science learning but also for the daily life students. The purpose of this is to analyze the science process skills in high school students on the concepts of heat and temperature. This research is a descriptive research with subjects as 11th grade students in Madiun. Data in this study were collected from a two-level multiple choice test, and interviews. Two-tier multiple choice test consists of 14 questions that contain indicators of science process skills. The completion tier is two tier, the first tier is multiple choice questions, the second tier is an explanation of the reasons students answers to the first tier question. Students taken as a sample for this study were not really familiar with the types of questions asked during the science process skills test. Thus, their results are still in the high category. The average science process skills for 11th grade students in Madiun with Two-tier instruments is 47.00 %.