Design of Five-Tier Diagnostic Test for Misconception Identification on Stoichiometry Material

Zumroatus Sa'adah, Wiwik Kartika Sari

Abstract


Misconception is a crucial case to be researched. Many high school students experience difficulties in understanding stoichiometry material in terms of the results of the final semester exams. Diagnostic tests are a measuring tool that can help teachers identify misconceptions and help students overcome these weaknesses appropriately. This study aims to develop a five-tier diagnostic test instrument to analyze students' misconceptions about stoichiometry. This type of research uses a Research and Development (RnD) approach. The research model used is 3D. The content validity of the five tier diagnostic test was assessed from the five validators who were declared valid. The data was obtained from the assessment of the validation sheet of 5 expert validators by obtaining an average coefficient of V of 0.876 using Aiken's V. The test instrument was tested on 28 students of SMA Simanjaya class XI. The results of the analysis of the empirical validity data of the five tier diagnostic test show that 15 out of 25 questions are valid and have high reliability.


Full Text:

PDF

References


A’yun, K., & Suyono. (2020). Hubungan Tingkat Konflik Kognitif Terhadap Beban Miskonsepsi Mahasiswa Calon Guru Kimia (The Relationship of Cognitive Conflict of Misconception Load of Prospective Chemistry Teacher’s-Student. Uniqbu Journal Of Exact Sciences (UJES), 1(1), 1–8.

Ade Monita, F., & Suharto, D. B. (2016). Identifikasi Dan Analisis Miskonsepsi Siswa Menggunakan Three-Tier Multiple Choice Diagnostic Instrument Pada Konsep Kesetimbangan Kimia. Jurnal Inovasi Pendidikan Sains, 7(1), 27–38.

Anugrah, I. R. (2019). Telaah Topik Stoikiometri SMA: Miskonsepsi dan Strategi Pembelajarannya. Orbital, 3, 9–103.

Dewi, S. Z., & Ibrahim, T. (2019). Pentingnya Pemahaman Konsep untuk Mengatasi Miskonsepsi dalam Materi Belajar IPA di Sekolah Dasar. Jurnal Pendidikan UNIGA, 13(1), 130–136.

Lestari, E. A., Harjito, Susilaningsih, E., & Wijayati, N. (2021). Analisis miskonsepsi menggunakan tes diagnosa three-tier multiple choice pada materi stoikiometri. Jurnal Inovasi Pendidikan Kimia, 15(2), 2824–2830.

Lewis R. Aiken. (1985). Three Coefficients For Analyzing The Reliability And Validity Of Ratings. Educational and Psychological Measurement, 45, 131–141. https://journals.sagepub.com/doi/abs/10.1177/0013164485451012

Nurulwati, Veloo, & Ruslan. (2014). Suatu Tinjauan Tentang Jenis-Jenis Dan Penyebab Miskonsepsi Fisika. Jurnal Pendidikan Sains Indonesia, 02(01), 87–95.

Ramadany, L. D. (2020). Analisis Miskonsepsi Siswa Kelas V dalam Meyelesaikan Masalah Bangun Ruang Berdasarkan Gender di SD IT Mutiara Insan Sorong. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 2(1), 17–26. https://doi.org/10.36232/jurnalpendidikandasar.v2i1.406

Rusilowati, A. (2015). Pengembangan Tes Diagnostik Sebagai Alat Evaluasi Kesulitan Belajar Fisika. Prosiding Seminar Nasional Fisika Dan Pendidikan Fisika, 6(1), 1–10.

Sari, W. K., & Nada, E. I. (2022). Marzano Taxonomy-Based Assessment Instrument to Measure Analytical and Creative Thinking Skills. Jurnal Pendidikan Kimia Indonesia, 6(1), 46–54. https://doi.org/10.23887/jpk.v6i1.40117

Suralaga, F. (2021). Psikologi Pendidikan : Implikasi dalam Pembelajaran. In RAJAWALI PERS. RajaGrafindo Persada.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development For Training Teachers of Exceptional Children. Center for Innovation in Teaching the Handicapped.

Yuliati, Y. (2017). Miskonsepsi Siswa Pada Pembelajaran Ipa Serta Remediasinya. Jurnal Bio Education, 2, 50–58.

Zamzania, A. W. H., & Aristia, R. (2018). Jenis - Jenis Instrumen dalam Evaluasi Pembelajaran. Universitas Muhammadiyah Sidoarjo, 1–13.

Zein, M., & Miterianifa. (2016). Evaluasi Pembelajaran Kimia (Model Integrasi Sains Dengan Islam). Cahaya Firdaus.


Refbacks

  • There are currently no refbacks.