Pengembangan Tes Diagnostik Miskonsepsi Three-Tier Test pada Materi Hukum Newton

Media Roza, Sari Bulan

Abstract


The purpose of this study was to develop a diagnostic test in the form of a Three-tier test to identify students' mis-conceptions in Newton's Law material. This research is a development study using the 4D model (Thiagarajan). Threer-tier test diagnostic test instrument format consists of 20 items. Item validation was obtained from the consideration of expert lecturers. The practicality test of the Diagnostic Test questions is given to physics educators and students of class X IPA SMAN 1 Sungai Beremas. The effectiveness test was carried out on 20 students of class X IPA 1 of SMAN 1 Sungai Beremas. The test results show that the developed diagnostic tests are valid with an average of 86,11, practical  with an average of 93 (educators) and 83 (students). Effectiveness can be seen from the analysis of misconceptions, namely students experiencing high mis-conceptions of 7 people (35%), moderate misconceptions of 8 people (40%), and low misconceptions of 5 people (25%). It seems that the diagnostic test developed is valid, practical and able to detect misconceptions in students.


Keywords


tes diagnostik, Threer-tier test , miskonsepsi, hukum Newton.

Full Text:

PDF

References


Atar, H. Y., & Gallard, A. 2011. Investigating the relationship between teachers' nature of science conceptions and their practice of inquiry science. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1-25.

Ayla Cetin-Dindar and Omer Geban. 2011. Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences. Volume 15, , Pages 600-604

Azura, Siti, Jimmi Copriady, and Abdullah. 2012. Identification Misconception On Chemical Bonding Using Three Tier Diagnostic Test At Students In x Mia Class Senior High School Negeri 8 Pekanbaru. Study Program of Chemistry Education Faculty of Teacher Training and Education University of Riau

Clement, J. 1987. Overcoming Students’ Misconception in Physics: the Role of Anchoring Intuition and Analogical Validity. Proceeding of Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Vol. III, 84 – 97. Ithaca. NY: Cornell University

Collette, A.T. & Chiappetta, E. L. 1994. Science Instruction in the Middle and Secondary Schools (3rd edition.) New York: Merrill.

Dahar, Ratna Wilis. 2011. Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.

Gronlund, N. 1985. Measurement and Evaluation in Teaching. New York: MacMillan .

Gurel, D. K., Eryilmaz, A., & Mc. Dermott, L. C. 2015. A Review and Comparison of Diagnostic Instrumens to Identify Students’ Misconceptions in Science. Eurasia Journal of Mathematics, Science, & Technology Education, 11(5), 989-1008. doi: 10.12973/eurasia.2015. 1369a

Jumini, Sri dkk. 2011. Identifikasi Miskonsepsi Fisika Menggunakan Three-tier Diagnostic test pada pokok bahasan kinematika gerak

Kay dan Yiin. 2010. Misconceptions in the teaching of chemistry in secondary schools in Singapore and Malaysia. Sunway Colege Johor Bahru. Vol. 1.

Kirbulut, Zubeyde Demet. 2014. Using Three-Tier Diagnostic Test to Assess Students’ Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science & Technology Education. Vol. 10, No. 5, pp. 509-521.

Kose, S. 2008. Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3 (2), 283-293.

Kutluay, Yasin. 2005. Diagnosis of Eleventh Grade Students’ Mis-conceptions about Geometric Optic by a Three-Tier Test. Thesis. Middle East Technical University

Leighton, J. P., & Gierl, M. J. (Eds.). 2007. Cognitive diagnostic assessment for education: Theory and applications. New York, NY, US: Cambridge University

Mehrens, W. A., & Lehmann, I. J. 1984. Measurement and Evaluation in Ed and Psychology. New York: Holt, Rinehart & Winston.

Mundilarto. 2010. Penilaian Hasil Belajar Fisika. Yogyakarta : P2IS. UNY.

Mursalin.. 2014. Model Remediasi Miskonsepsi Materi Rangkaian Listrik Dengan Pendekatan Simulasi PhET. Jurnal Inpafi 2, 199-209.

Pacala. 2018. Development and validation of three-tier multiple choice test for conceptual understanding in momentum and collision. Philipines. Vol.5 No.1.

Sagiam dan Killic. 2009. Development of a two-tier diagnostic test concerning genetics concept:the study of validity and reliability. Turki. Vol.1.

Stein dkk. 2008. A study of common beliefs and misconceptions in physical science. Okland University. Vol.20 No.2.

Suparno, Paul. 2013. Miskonsepsi dan Perubahan Konsep Dalam Pen-didikan Fisika. Jakarta: Grasindo.

Svandova. 2014. Secondary school sudent’s misconceptions about photosynthesis and plant respiration:preliminary result. Masaryke University. Vol.10. No.1.

Thiagarajan, S., Semmel, D. S., & Semmel, M.I. 1974. Instructional Development for Training Teacher of Exceptionl Children: A Sourcebook. National Center forInprovement of Educational System(DHEW/OE), Washington, D.C.

Türker, Fatma. 2005. Developing a Three-tier Test to Assess High School Students’Misconceptions Concerning Force and Motion. Tesis. Middle East Technical University

Tuysuz. 2009. Development of two tier diagnostic instrument and assess student’s understanding in chemistry. Turkey. Vol.4 No.6.

Vitharana, P. R. K. A. 2015. Student Misconceptions about Plant Transport A Sri Lankan Example. European Journal of Science and Mathematics Education, v3 n3 p275-288

Wartono. 2003. Strategi Belajar Mengajar Fisika. Malang: JICA.




DOI: https://doi.org/10.15548/nsc.v5i2.1090

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 NATURAL SCIENCE: Jurnal Penelitian Bidang IPA dan Pendidikan IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-NonKomersial 4.0 Internasional