The Effectiveness of The Six Tier Diagnostic Test (STDT) Instrument in Viewed from Empirical Validity to Identify Student's Misconceptions in Chemical Equilibrium Materials
Abstract
Objective: Students are said to understand the concept comprehensively if they master the concepts from dimensions of ontology, epistemology, and axiology. One of the topics that still needs to be clarified is chemical equilibrium. Therefore, it is necessary to develop instruments to diagnose conceptions about the chemical concepts taught. The STDT is one of the instruments that will be developed by researchers, which contains three scientific questions to identify misconceptions in chemical equilibrium. Method: This development research used the ADDIE model. The instrument's effectiveness refers to the empirical validity after applying the STDT instrument. The effectiveness of the STDT instrument was obtained through the correlation of misconceptions experienced by students with the level of difficulty of the items. The STDT instrument was applied to 86 students. Results: The percentage of students who experienced the highest misconceptions occurred in the chemical equilibrium section of the equilibrium shift due to the influence of a catalyst. In each item of questions, most students need more knowledge or knowledge. The composition of the difficulty of these items should be considered from the start of the instrument's preparation. In the developed STDT instrument, the item difficulty obtained from empirical trials on students did not meet the ideal conditions for the composition of the item difficulty level. Novelty: The resulting instrument for detecting misconceptions. It is a tier diagnostic test that is integrated with three scientific questions.
Abstract View: 499 
PDF Download: 282
Similarity Check Download: 30
Metrics
References
Anam, R. S., Widodo, A., Sopandi, W., & Wu, H.-K. (2019). Developing a five-tier diagnostic test to identify students’ misconceptions in science: An example of the heat transfer concepts. İlköğretim Online 18 (3), 1014-1029. https://doi.org/10.17051/ilkonline.2019.609690
Andriani, Y., Mulyani, S., & Wiji, W. (2021). Misconceptions and troublesome knowledge on chemical equilibrium. Journal of Physics: Conference Series, 1-6. https://doi.org/10.1088/1742-6596/1806/1/012184
Artyushkova, K. (2020). Misconceptions in interpretation of nitrogen chemistry from x-ray photoelectron spectra. Journal of Vacuum Science & Technology A: Vacuum, Surfaces, and Films, 38(3). https://doi.org/10.1116/1.5135923
Bayuni, T., Sopandi, W., & Sujana, A. (2018). Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test. Journal of Physics: Conference Series, 1013, 1-8. https://doi.org/10.1088/1742-6596/1013/1/012086
Borovicza, B., & Szarka, K. (2023) A review of diagnostic assessment tools used in studies to uncover the misconceptions in science education, INTED 2023 Proceedings, 967-973.
Branch, R. M. (2009). Instructional design the ADDIE approach. Univercity of Georgia.
Djarwanto, D. (1985). Statistik nonparametris. BPFE.
Haeruddin, Prasetyo, Z. K., & Supahar. (2020). The development of a metacognition instrument for college students to solve physics problems. International Journal of Instruction, 13(1), 767–782. https://doi.org/10.29333/iji.2020.13149a
Harza, A., Wiji, W., & Mulyani, S. (2021). Potency to overcome misconceptions by using multiple representations on the concept of chemical equilibrium. Journal of Physics: Conference Series, 1806, 1-6. https://doi.org/10.1088/1742-6596/1806/1/012197
Hoekstra, R., Vugteveen, J., Warrens, M. J., & Kruyen, P. M. (2019). An empirical analysis of alleged misunderstandings of coefficient alpha. International Journal of Social Research Methodology, 22(4), 351–364. https://doi.org/10.1080/13645579.2018.1547523
Istikhomah, R. I., & Wachid, A. (2021). Filsafat sebagai landasan ilmu dalam pengembangan sains. Jurnal Filsafat Indonesia, 4(1), 60-64.
Jusniar, J., Effendi, E., Budiasih, E., & Sutrisno, S. (2019). The misconception of stoichiometry and its impact on the chemical equilibrium. Advances in Social Science, Education and Humanities Research (ASSEHR), 227, 138-141. https://doi.org/10.2991/icamr-18.2019.35
Jusniar, J., Effendy, E., Budiasih, E., & Sutrisno, S. (2020). Misconceptions in rate of reaction and their impact on misconceptions in chemical equilibrium. European Journal of Educational Research, 9(4), 1405 - 1423.
Karunia, R., & Ridlo, S. (2022). STEM integrated flipped classroom learning tools on biodiversity materials to improve students’ critical thinking skills. Journal of Biology Education, 11(2), 242–253.
Khairunnisa, K., & Prodjosantoso, A. (2020). Analysis of students misconception in chemical equilibrium. JTK: Jurnal Tadris Kimiya 5, 71-79. https://doi.org/10.12973/eu-jer.9.4.1405
Lindner, T., Puck, J., & Verbeke, A. (2020). Misconceptions about multicollinearity in international business research: Identification, consequences, and remedies. Journal of International Business Studies, 51(3), 283–298. https://doi.org/10.1057/s41267-019-00257-1
Maharani, L., Rahayu, D. I., Amaliah, E., Rahayu, R., & Saregar, A. (2019). Diagnostic test with four-tier in physics learning: Case of misconception in newton’s law material. Journal of Physics: Conference Series, 1155, 1-8. https://doi.org/10.1088/1742-6596/1155/1/012022
Mai, Y., Qian, Y., Li, L., & Lan, H. (2021). The conceptual structure of chemical equilibrium inupper-secondary school students: Evidence from factor analysis. Journal of Baltic Science Education, 20,(1), 80-92. http://dx.doi.org/10.33225/jbse/21.20.80
Omilani, N., & Elebute, F. (2020). Analysis of misconceptions in chemical equilibrium among senior secondary school students in ilesa metropolis in osun state, nigeria. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 1-13. https://dx.doi.org/10.4314/ajesms.v16i.2.1
Prodjosantoso, A. K., Hertina, A. M., & Irwanto, I. (2019). The misconception diagnosis on ionic and covalent bonds concepts with three tier diagnostic test. International Journal of Instruction, 12(1), 1477-1488. http://dx.doi.org/10.29333/iji.2019.12194a
Qonita, M., & Ermawati, F. (2020). The validity and reliability of five-tier conception diagnostic test for vector concepts. Inovasi Pendidikan Fisika, 9,(3), 459-465. https://doi.org/10.26740/ipf.v9n3.p459-465
Rahmi, R., Kustati, M., & Hadeli, H. (2022). Evaluasi pendidikan perspektif islam. Penerbit Deepublish.
Rosita, I., Liliawati, W., & Samsudin, A. (2020). Pengembangan instrumen five-tier newton’s laws test (5TNLT) untuk mengidentifikasi miskonsepsi dan penyebab miskonsepsi siswa. Jurnal Pendidikan Fisika dan Teknologi (JPFT), 6(2), 297-306. http://dx.doi.org/10.29303/jpft.v6i2.2018
Sari, D. R., Sopandi, W., Surtikanti, H. K., & Arviana, R. (2018). Analysis of primary school students’ misconception through six tier diagnostic test about the concept of water characteristics. Jurnal Dimensi Pendidikan dan Pembelajaran, 6(3), 112-118.
Şen, Ş., & Yilmaz, A. (2017). The development of a three-tier chemical bonding concept test. Journal of Turkish Science Education, 14(1), 110-126. http://dx.doi.org/10.12973/tused.10193a
Setiawan, D. (2020). Pengembangan asesmen diagnostik miskonsepsi fluida berformat five-tier untuk mengungkap profil pemahaman konsep siswa. Thesis. Universitas Negeri Semarang.
Siswaningsih, W., Firman, H., Zackiyah, & Khoirunnisa, A. (2017). Development of two-tier diagnostic test pictorial-based for identifying high school students misconceptions on the mole concept. Journal of Physics: Conference Series, 1812, 1-7. https://doi.org/10.1088/1742-6596/812/1/012117
Siswaningsih, W., Nahadi, N., & Widasmara, R. (2019). Development of three tier multiple choice diagnostic test to assess students’ misconception of chemical equilibrium. Journal of Physics: Conference Series, 1280, 1-5. https://doi.org/10.1088/1742-6596/1280/3/032019
Sugiono, S. (2017). Metode penelitian kuantitatif kualitatif dan R&D. Alfabeta.
Timothy, V., Watzka, B., & Stadler, M. (2023). Fostering preservice teachers’ diagnostic competence in identifying students’ misconceptions in physics. International Journal of Science and Mathematics Education, 21, 1685–1702. https://doi.org/10.1007/s10763-022-10311-4
Usu, N., Rahmanpiu, R., & Marhadi, M. A. (2019). Analisis miskonsepsi siswa pada materi kesetimbangan kimia menggunakan tes diagnostik two tier multiple choice. Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo, 4(3), 226-237. http://dx.doi.org/10.36709/jpkim.v4i3.11738.
Van Smeden, M., Lash, T. L., & Groenwold, R. H. H. (2020). Reflection on modern methods: Five myths about measurement error in epidemiological research. International Journal of Epidemiology, 49(1), 338–347. https://doi.org/10.1093/ije/dyz251
Wahyuni, A. S. (2018). Konsepsi dan miskonsepsi siswa, mahasiswa calon guru, dan guru pada topik cahaya dalam pembelajaran fisika. Jurnal Pendidikan Fisika, 6(3), 235-250. https://doi.org/10.26618/jpf.v6i3.1503.
Wuryandani, W., & Herwin, H. (2021). The effect of the think–pair–share model on learning outcomes of Civics in elementary school students. Cypriot Journal of Educational Sciences, 16(2), 627–640.
Yamtinah, S., Indriyanti, N. Y., Saputro, S., Mulyani, S., Ulfa, M., Mahardiani, L., Satriana, T., & Shidiq, A. (2019). The identification and analysis of students’ misconception in chemical equilibrium using computerized two-tier multiple choice instrument. Journal of Physics: Conference Series, 1157, 1-7. http://dx.doi.org/10.1088/1742-6596/1157/4/042015
Yuliati, Y. (2017). Miskonsepsi siswa pada pembelajaran IPA serta remidiasinya. Jurnal Bio Educatio, 2(2), 50-58. http://dx.doi.org/10.31949/be.v2i2.1197
Copyright (c) 2023 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 499 times
PDF downloaded = 282 times
Similarity Check downloaded = 30 times
