Developing MOFI on Transverse Wave to Explore Students’ Misconceptions Today: Utilizing Rasch Model Analysis

Authors

Shobrina Nurul Mufida , Ida Kaniawati , Achmad Samsudin , Endi Suhendi

DOI:

10.29303/jppipa.v8i5.2229

Published:

2022-11-30

Issue:

Vol. 8 No. 5 (2022): November

Keywords:

MOFI, Four Tier Instrument, Misconception, Transverse Wave, Rasch Model Analysis

Research Articles

Downloads

How to Cite

Mufida, S. N. ., Kaniawati, I. ., Samsudin , A. ., & Suhendi , E. . (2022). Developing MOFI on Transverse Wave to Explore Students’ Misconceptions Today: Utilizing Rasch Model Analysis. Jurnal Penelitian Pendidikan IPA, 8(5), 2499–2507. https://doi.org/10.29303/jppipa.v8i5.2229
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This research aimed to describe the diagnostic instrument validity from Multi-representation of Four-tier Instrument on Transverse Wave (MOFI-OTW), which is useful in exploring the misconceptions. The ADDIE (Analyzing, Designing, Developing, Implementing, and Evaluating) model has already been utilized as the research method. In the developing stage, item construction is in the form of multi-representation (statements, pictures, graphs, tables, and mathematical symbols). The sample consisted of 81 high school students aged 16-18 years (23 males called “Cung†and 58 females called “Ndukâ€) in East Java. Data validity, instrument reliability, and distribution of students' conceptions have been analyzed using the Rasch Model with MINISTEP 4.7.0.0 software. Validity based on item dimensionality is valid. The reliability based on Cronbach Alpha (α) is good category, the value of item reliability is very good category, and person reliability is moderat category. Students’ conceptions are categorized as Sound Understanding (SU), Partial Understanding Positive (PUP), Partial Understanding Negative (PUN), No Understanding (NU), Misconception (MC), and No Coding (NC). The largest conception category is MC. Misconceptions are still found in the sub-concept of transverse wave in various representations. In conclusion, MOFI-OTW can be developed through the ADDIE model by utilizing the Rasch analysis and used to explore students' conceptions and misconceptions.

References

Adams, D., Sumintono, B., Mohamed, A., & Noor, N. S. M. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256.

Adimayuda, R., Aminudin, A. H., Kaniawati, I., Suhendi, E., & Samsudin, A. (2020). A multitier open-ended momentum and impulse (MOMI) instrument: Developing and assessing quality of conception of 11th grade sundanese students with rasch analysis. International Journal of Scientific and Technology Research, 9(2), 4799-4804.

Aminudin, A. H., Kaniawati, Ä°., Suhendi, E., Samsudin, A., CoÅŸtu, B., & Adimayuda, R. (2019). Rasch analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and assessing second-years sundanese-scholars alternative conceptions. Journal for the Education of Gifted Young Scientists, 7(3), 557-579.

Barniol, P., & Zavala, G. (2016). The mechanical waves conceptual survey: An analysis of university students' performance, and recommendations for instruction.

Boone, W. J. (2016). Rasch analysis for instrument development: Why, when, and how?. CBE—Life Sciences Education, 15(4), rm4. https://doi.org/10.1187%2Fcbe.16-04-0148

Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4(1), 1416898. https://doi.org/10.1080/2331186X.2017.1416898

Caleon, Imelda & Subramaniam, R. 2010. Development and Application of a Threeâ€Tier Diagnostic Test to Assess Secondary Students’ Understanding of Waves. International Journal of Science Education, 32(7), 939–961. https://doi.org/10.1080/09500690902890130

Caleon, I., & Subramaniam, R. (2013). Addressing students’ alternative conceptions on the propagation of periodic waves using a refutational text. Physics Education, 48(5), 657. https://doi.org/10.1088/0031-9120/48/5/657

Fisher, W. P. (2007). Rating scale instrument quality criteria. Rasch measurement transactions, 21(1), 1095.

Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R., & Ravanis, K. (2020). Developing MeMoRI on Newton's Laws: For Identifying Students' Mental Models. European Journal of Educational Research, 9(2), 699-708. https://doi.org/10.12973/eu-jer.9.2.699

Goodhew, L. M., Robertson, A. D., Heron, P. R., & Scherr, R. E. (2019). Student conceptual resources for understanding mechanical wave propagation. Physical Review Physics Education Research, 15(2), 020127. https://doi.org/10.1103/PhysRevPhysEducRes.15.020127

Gierl, M. J., Bulut, O., Guo, Q., & Zhang, X. (2017). Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research, 87(6), 1082-1116. http://dx.doi.org/10.3102/0034654317726529

Gurcay, D., & Gulbas, E. (2015). Development of three-tier heat, temperature and internal energy diagnostic test. Research in Science & Technologiscal Education, 33(2), 197-217. https://doi.org/10.1080/02635143.2015.1018154

Gurel,D.K., Eryilmaz, A., & McDermott, L. C. 2015. A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), pp. 989-1008.

Kaltakci-Gurel, D., Eryilmaz, A., dan McDermott, L. C. 2017. Development and Application of a Four-Tier Test to Assess Pre-Service Physics Teachers’ Misconceptions about Geometrical Optics. Research in Science dan Technological Education, 35(2), pp. 238-260. https://doi.org/10.1080/02635143.2017.1310094

Kaniawati, I., Fratiwi, N.J., Danawan, A., Suyana, I., Samsudin, A. and Suhendi, E., 2019. Analyzing students’ misconceptions about Newton’s laws through four-tier Newtonian test (FTNT). Journal of Turkish Science Education, 16(1), pp.110-122. http://dx.doi.org/10.12973/tused.10269a)

Laliyo, L.A.R., Hamdi, S., Pikoli, R., Abdullah, M., & Panigoro, C. (2021). Implementation of four-tier multiplechoice instruments based on the partial credit model in evaluating students’ learning progress. European Journal of Educational Research, 10(2), 825-840. https://doi.org/10.12973/eu-jer.10.2.825

Lengkong, M., Istiyono, E., Rampean, B. A. O., Rejeki, A. M., & Tumanggor, M. F. T. (2021, March). Development of Two-Tier Test Instruments to Detect Student’s Physics Misconception. In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020) (pp. 561-566). Atlantis Press. http://dx.doi.org/10.2991/assehr.k.210305.082

Samsudin, A., Aminudin, A. H., Fratiwi, N. J., Adimayuda, & R., Faizin, M. N. 2021. Measuring students’ conceptions of light waves: A survey in Central Java. Journal of Physics: Conference Series, 1796 012124. https://doi.org/10.1088/1742-6596/1796/1/012124

Samsudin, A., Fratiwi, N. J., Ramalis, T. R., Aminudin, A. H., Costu, B., & Nurtanto, M. (2020). Using rasch analysis to develop multi-representation of tier instrument on newton’s law (motion). International Journal of Psychosocial Rehabilitation, 24(6), 8542-8556. https://doi.org/10.37200/IJPR/V24I6/PR260865

Sumintono, B. (2018, February). Rasch model measurements as tools in assesment for learning. In 1st International Conference on Education Innovation (ICEI 2017) (pp. 38-42). Atlantis Press. https://dx.doi.org/10.2991/icei-17.2018.11

Sumintono, B. dan Widhiarso, W. 2015. Aplikasi Pemodelan Rasch pada Assesment Pendidikan. Cimahi: Trimkomunikata

Suprapto,N., Chang, T. S., dan Ku, C. H. 2017. Conception of Learning Physics and Self-Efficacy among IndonesianUniversity Students. Journal of Baltic Science Education. 16 (1), pp. 7-9. http://dx.doi.org/10.33225/jbse/17.16.07

Suprapto, N. (2020). Do we experience misconceptions?: An ontological review of misconceptions in science. Studies in Philosophy of Science and Education, 1(2), 50-55. https://doi.org/10.46627/sipose.v1i2.24

Sutopo, S. (2016). Students' Understanding of Fundamental Concepts of Mechanical Wave. Indonesian Journal of Physics Education, 12(1), 41-53. https://doi.org/10.15294/jpfi.v12i1.3804

Taslidere, Erdal. 2016. Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 1–23. https://doi.org/10.1080/02635143.2015.1124409

Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K., & Soankwan, C. (2011). Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves. Physical Review Special Topics-Physics Education Research, 7(2), 020101. http://dx.doi.org/10.1103/PhysRevSTPER.7.020101

Tumanggor, A. M. R., Kuswanto, H., & Ringo, E. S. (2020). Using four-tier diagnostic test instruments to detect physics teacher candidates’ misconceptions: Case of mechanical wave concepts. In Journal of physics: conference series (Vol. 1440, No. 1, p. 012059). IOP Publishing. https://doi.org/10.1088/1742-6596/1440/1/012059

Ozkan, G. dan Selcuk, G. S. (2015). The Effectiveness of Conceptual Change Texts and Context-based Learning on Students’ Conceptual Achievement. Journal of Baltic Science Education, 14(6), 753-763. http://dx.doi.org/10.33225/jbse/15.14.753

Xie, L., Liu, Q., Lu, H., Wang, Q., Han, J., Feng, X., & Bao, L. (2021). Student knowledge integration in learning mechanical wave propagation. Physical Review Physics Education Research, 17(2), 020122. https://doi.org/10.1103/PhysRevPhysEducRes.17.020122

Author Biographies

Shobrina Nurul Mufida, Universitas Pendidikan Indonesia

Ida Kaniawati, Universitas Pendidikan Indonesia

Achmad Samsudin , Universitas Pendidikan Indonesia

Endi Suhendi , Universitas Pendidikan Indonesia

License

Copyright (c) 2022 Shobrina Nurul Mufida -, Ida Kaniawati, Achmad Samsudin , Endi Suhendi

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).