Teachers' Perception of Four-Tier Diagnostic Test Instrument Equipped with Self-Diagnosis Sheet to Identify Students' Misconception on Linear Motion Material

Authors

Intan Khasana , Viyanti , Undang Rosidin

DOI:

10.29303/jppipa.v10i9.7720

Published:

2024-09-25

Issue:

Vol. 10 No. 9 (2024): September

Keywords:

Four-tier diagnostic test instrument, Linear motion, Misconceptions

Research Articles

Downloads

How to Cite

Khasana, I., Viyanti, & Rosidin, U. (2024). Teachers’ Perception of Four-Tier Diagnostic Test Instrument Equipped with Self-Diagnosis Sheet to Identify Students’ Misconception on Linear Motion Material. Jurnal Penelitian Pendidikan IPA, 10(9), 6910–6919. https://doi.org/10.29303/jppipa.v10i9.7720

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The purpose of this study was to determine the perception of physics teachers towards the four-tier diagnostic test instrument equipped with self-diagnosis sheet to identify students' misconceptions on linear motion material. The research method used in this study is a mixed method with Sequential Explanatory Design.  Data were collected first using a questionnaire and then analyzed using descriptive analysis. The questionnaire was distributed to 14 physics teachers and 96 high school students in Lampung Province. The results showed that teachers have a positive perception of the use of a four-tier diagnostic test instrument equipped with a self-diagnosis sheet feature to identify students' misconceptions on straight motion material.  The results showed that 87% of teachers had never identified students' misconceptions on straight motion material. The results also show that 90% of teachers only use the results of daily tests as a benchmark to determine the misconceptions experienced by students. Misconceptions in this straight motion material certainly affect the learning outcomes of students, it is known that only 46% of students reach the KKM on straight motion material. And the results of the questionnaire show that 95% of teachers have never identified the misconceptions of students on linear motion material to make and use any type of multilevel diagnostic test instrument because the teacher has no difficulty in making it. So an effort is needed to overcome these problems, namely by making valid, practical, and effective multilevel diagnostic test instruments.  Based on the results of the study, it can be concluded that a four-tier diagnostic test instrument equipped with a self-diagnosis sheet is needed to identify students' misconceptions on linear motion material.

References

Agata, V. M., Silitonga, H. T. M., & Hamdani, H. (2019). Remediasi Kesulitan Belajar Tentang Usaha Berbasis Experiential Learning Peserta Didik Sma Negeri 3 Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 10(4). Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/46353/75676589085

Ardiansyah, Mawaddah, F. S., & Juanda. (2023). Assesmen dalam Kurikulum Merdeka Belajar. Jurnal Literasi Dan Pembelajaran Indonesia, 3(1), 8–13. Retrieved from https://jurnalfkip.samawa-university.ac.id/JLPI/article/view/361%0Ahttps://jurnalfkip.samawa-university.ac.id/JLPI/article/download/361/297

Asrijanty, P. . (2020). Asesmen Diagnostik. Repostori Kemendikbud.

Asy’ari, M. (2023). Pengembangan Tes Diagnostik Kognitif Materi Kalor dan Perpindahan Kelas VII SMP. Ed-Humanistics : Jurnal Ilmu Pendidikan, 8(02), 1009–1015. https://doi.org/10.33752/ed-humanistics.v8i02.5109

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper.

Dendodi, D., S, H. T. M., & Hamdani, H. (2020). Pengembangan Tes Diagnostik Four Tier Test Dilengkapi Dengan Self-Diagnosis Sheet Tentang Energi Di SMA. Jurnal Inovasi Penelitian Dan Pembelajaran Fisika, 1(1), 8. https://doi.org/10.26418/jippf.v1i1.41854

Diani, R., Alfin, J., Anggraeni, Y. M., Mustari, M., & Fujiani, D. (2019). Four-Tier Diagnostic Test With Certainty of Response Index on The Concepts of Fluid. Journal of Physics: Conference Series, 1155, 012078. https://doi.org/10.1088/1742-6596/1155/1/012078

Indrastoeti, J., & Istiyati, S. (2017). Asesmen dan Evaluasi Pembelajaran di Sekolah Dasar. UNS Press.

Istiyono, E., Dwandaru, W. S. B., Fenditasari, K., Ayub, M. R. S. S. N., & Saepuzaman, D. (2023). The Development of a Four-Tier Diagnostic Test Based on Modern Test Theory in Physics Education. European Journal of Educational Research, 12(1), 371–385. https://doi.org/10.12973/eu-jer.12.1.371

Jumilah, J., & Wasis, W. (2023). Development of Four-tier Diagnostic Test Instrument to Introduce Misconceptions and Identify Causes of Student Misconceptions in the Sub-topic of Bernoulli’s Principle. Jurnal Penelitian Pendidikan IPA, 9(7), 5773–5781. https://doi.org/10.29303/jppipa.v9i7.4588

Khairaty, N. I., Taiyeb, A. M., & Hartati, H. (2018). Identifikasi Miskonsepsi Siswa Pada Materi Sistem Peredaran Darah Dengan Menggunakan Three-Tier Test Di Kelas XI IPA 1 SMA Negeri 1 Bontonompo. Jurnal Nalar Pendidikan, 6(1), 7. https://doi.org/10.26858/jnp.v6i1.6037

Khasana, I., Viyanti, V., & Suyanto, E. (2023). Development of Augmented Reality Flashcards as an Innovative Learning Media on Linear Motion. Jurnal Pendidikan MIPA, 24(1), 291–297. https://doi.org/10.23960/jpmipa/v24i1.pp291-297

Mardapi, D. (2008). Teknik Penyusunan Instrument Tes dan Non Tes. Yogyakarta: Mitra Cendikia.

Maulidina, S., & Bhakti, Y. B. (2020). Pengaruh Media Pembelajaran Online Dalam Pemahaman Dan Minat Belajar Siswa Pada Konsep Pelajaran Fisika. ORBITA: Jurnal Kajian, Inovasi Dan Aplikasi Pendidikan Fisika, 6(2), 248. https://doi.org/10.31764/orbita.v6i2.2592

McAfee, M., & Hoffman, B. (2021). The Morass of Misconceptions: How Unjustified Beliefs Influence Pedagogy and Learning. International Journal for the Scholarship of Teaching and Learning, 15(1), 1–16. https://doi.org/10.20429/ijsotl.2021.150104

Muliani, R. D., & Arusman. (2022). Faktor - Faktor yang Mempengaruhi Minat Belajar Peserta Didik. Jurnal Riset Dan Pengabdian Masyarakat, 2(2), 133–139. https://doi.org/10.22373/jrpm.v2i2.1684

Nasution, S. W. (2023). Assesment Kurikulum Merdeka Belajar di Sekolah Dasar. EJoES (Educational Journal of Elementary School), 4(3), 135–142. https://doi.org/10.30596/ejoes.v4i3.16853

Ningrum, A. (2022). Pengembangan Perangkat Pembelajaran Kurikulum Merdeka Belajar (Metode Belajar). Prosiding Pendidikan Dasar, 1(1), 166–177. Retrieved from https://journal.mahesacenter.org/index.php/ppd/article/view/174

Nur Budiono, A., & Hatip, M. (2023). Asesmen Pembelajaran Pada Kurikulum Merdeka. Jurnal Axioma: Jurnal Matematika Dan Pembelajaran, 8(1), 109–123. https://doi.org/10.56013/axi.v8i1.2044

Paramita, U. V., & Jauhariyah, M. N. R. (2024). Identifying Student Misconceptions on Momentum and Impulse Using Four-Tier Diagnostic Test Instrument with CRI. Jurnal Pijar Mipa, 19(1), 75–82. https://doi.org/10.29303/jpm.v19i1.6086

Prihatini, A., Sugiarti, S., Ambarsari, T. A. B., & Nisa, I. N. (2022). Kompetensi Pedagogik Guru SMA dalam Menerapkan Pembelajaran Multiliterasi sebagai Wujud Merdeka Belajar. Edukatif : Jurnal Ilmu Pendidikan, 4(5), 6823–6831. https://doi.org/10.31004/edukatif.v4i5.3020

Putri, A. S., Silitonga, H. T. M., & Hamdani, H. (2021). Pengembangan Tes Diagnostik Two Tier Menggunakan Aplikasi Google Form Pada Materi Tekanan Di SMP. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 11(1), 265–270. https://doi.org/10.26418/jppk.v11i1.51712

Rosuli, N., Koto, I., & Rohadi, N. (2019). Pembelajaran Remedial Terpadu Dengan Menerapkan Model Pembelajaran Generatif Untuk Mengubah Miskonsepsi Siswa Terhadap Konsep Usaha Dan Energi. Jurnal Kumparan Fisika, 2(3), 185–192. https://doi.org/10.33369/jkf.2.3.185-192

Safitri, A. O., Yunianti, V. D., & Rostika, D. (2022). Upaya Peningkatan Pendidikan Berkualitas di Indonesia: Analisis Pencapaian Sustainable Development Goals (SDGs). Jurnal Basicedu, 6(4), 7096–7106. https://doi.org/10.31004/basicedu.v6i4.3296

Saifullah, S., & Muchlis, M. (2019). Hubungan Antara Motivasi Berprestasi Dan Kebiasaan Belajar Matematika Siswa Dengan Prestasi Belajar Siswa. Supermat (Jurnal Pendidikan Matematika), 2(1), 1–10. https://doi.org/10.33627/sm.v2i1.88

Salsabila, A. R., Ihsan, D. F., & Putri, K. S. (2024). Efektivitas Penggunaan Metode Role Playing Games dalam Meminimalisasi Miskonsepsi Siswa terhadap Materi Kimia Dasar. ULIL ALBAB: Jurnal Ilmiah Multidisiplin, 3(2), 134–141. https://doi.org/10.56799/jim.v3i2.2692

Samsinar. (2019). Urgensi Learning Resources (Sumber Belajar) Dalam Meningkatkan Kualitas Pembelajaran. Didaktika: Jurnal Kependidikan, 13(2), 194–204. https://doi.org/10.30863/didaktika.v13i2.959

Sarni, N., Sukariasih, L., & Anas, M. (2023). Identifiskasi Miskonsepsi Siswa Kelas X pada Konsep Listrik Dinamis dengan Menggunakan Four-Tier Diagnostic Test di SMK Negeri 1 Muna Barat. Jurnal Penelitian Pendidikan Fisika, 8(3), 196–205. https://doi.org/10.36709/jipfi.v8i3.60

Sholehah, S. H., Handayani, D. E., & Prasetyo, S. A. (2018). Minat Belajar Siswa Pada Mata Pelajaran Matematika Kelas Iv Sd Negeri Karangroto 04 Semarang. Mimbar Ilmu, 23(3), 237–244. https://doi.org/10.23887/mi.v23i3.16494

Sudjana, N. (2005). Metode statistika. Bandung: Tarsito, 168.

Viyanti, V., Cari, C., Sunarno, W., & Kun Prasetyo, Z. (2016). Pemberdayaan Keterampilan Argumentasi Mendorong Pemahaman Konsep Siswa. Jurnal Penelitian Pembelajaran Fisika, 7(1), 43–48. https://doi.org/10.26877/jp2f.v7i1.1152

Viyanti, V., Rosidin, U., & Shintya, R. E. (2022). Collaborative and Problem Solving Instruments in Project-Based Physics Learning. Indonesian Journal of Science and Mathematics Education, 5(1), 96–108. https://doi.org/10.24042/ijsme.v5i1.11636

Wibowo, A. (2018). Peningkatan Pemahaman Materi Gerak Lurus Berubah Beraturan Pada Mata Pelajaran IPA Terpadu Dengan Menggunakan Metode Pembelajaran Problem Solving. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 4(1), 1. https://doi.org/10.29407/pn.v4i1.12183

Widoyoko, S. E. P. (2017). Teknik penyusunan instrumen penelitian. Yogyakarta: Pustaka Pelajar.

Author Biographies

Intan Khasana, Universitas Lampung

Viyanti, Universitas Lampung

Undang Rosidin, Universitas Lampung

License

Copyright (c) 2024 Intan Khasana, Viyanti, Undang Rosidin

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).