Pengembangan Four-Tier Multiple Choice Diagnostic Test untuk Mengetahui Tingkat Pemahaman Konsep Peserta Didik pada Materi Termokimia

Article Sidebar

PDF
Published: Dec 26, 2021
DOI: https://doi.org/10.21580/phen.2021.11.1.8573
Keywords:
Tes diagnostik, tingkat pemahaman, termokimia.

Main Article Content

Sanaa Jauza Roghdah
Universitas Islam Negeri Walisongo Semarang
Muhammad Zammi
Universitas Islam Negeri Walisongo Semarang
Julia Mardhiya
Universitas Islam Negeri Walisongo Semarang

Abstract

Kesulitan peserta didik pada pemahaman materi termokimia melalui suatu proses pembelajaran berpotensi menyebabkan kesulitan peserta didik dalam memahami materi kimia yang lain. Untuk menghindari hal ini, maka perlu dicari letak kesulitan peserta didik dengan tes yang bersifat diagnostik agar dapat diketahui tingkat pemahaman dan kelemahan peserta didik dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui karakteristik dan kualitas instrumen tes diagnostik pilihan ganda empat tingkat yang dikembangkan. Penelitian ini menggunakan metode Design Based Research (DBR) dengan model pengembangan yang diadaptasi oleh Reeves. Subjek dari penelitian ini yaitu peserta didik kelas XI MAN 2 Kota Semarang. Instrumen yang dikembangkan terdiri atas kisi-kisi soal tes, petunjuk pengerjaan tes, soal tes, kunci jawaban, pedoman penskoran, dan pedoman interpretasi hasil tes. Melalui uji coba yang dilakukan, instrumen tes diagnostik ini dinyatakan valid dan reliabel dengan nilai reliabilitas sebesar 0,985.

Downloads

Download data is not yet available.

Article Details

How to Cite
Roghdah, S. J., Zammi, M., & Mardhiya, J. (2021). Pengembangan Four-Tier Multiple Choice Diagnostic Test untuk Mengetahui Tingkat Pemahaman Konsep Peserta Didik pada Materi Termokimia. Phenomenon : Jurnal Pendidikan MIPA, 11(1), 57–74. https://doi.org/10.21580/phen.2021.11.1.8573
Issue
Vol. 11 No. 1 (2021): Jurnal Pendidikan MIPA
Section
Articles
Authors retain copyright and grant the PHENOMENON right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to Share — copy and redistribute the material in any medium or format for any purpose, even commercially, Adapt — remix, transform, and build upon the material for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in PHENOMENON.

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 acknowledgement of its initial publication in PHENOMENON.

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).
Author Biographies

Sanaa Jauza Roghdah, Universitas Islam Negeri Walisongo Semarang

Pendidikan Kimia

Muhammad Zammi, Universitas Islam Negeri Walisongo Semarang

Pendidikan Kimia

Julia Mardhiya, Universitas Islam Negeri Walisongo Semarang

Pendidikan Kimia

References

Ardiansah, A., Masykuri, M., & Rahardjo, S. B. (2018). Student certainty answering misconception question: Study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium. Journal of Physics: Conference Series, 1006(1). https://doi.org/10.1088/1742-6596/1006/1/012018

Caleon, I. S., & Subramaniam, R. (2010). Do students know What they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40(3), 313–337. https://doi.org/10.1007/s11165-009-9122-4

Gurel, D. K., Eryilmaz, A., & McDermott, L. . (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a

Gurel, D. K., Eryılmaz, 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), 989–1008.

Habiddin, & Page, E. M. (2019). Development and validation of a four-tier diagnostic instrument for chemical kinetics (FTDICK). Indonesian Journal of Chemistry, 19(3), 720–736. https://doi.org/10.22146/ijc.39218

Harahap, I. P. P., & Novita, D. (2020). Validitas dan Reliabilitas Instrumen Tes Diagnostik Four-Tier Multiple Choice ( 4TMC ) pada Konsep Laju Reaksi. Unesa Journal of Chemical Education, 9(2), 222–227.

Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 4089–4097.

Irby, S. M., Phu, A. L., Borda, E. J., Haskell, T. R., Steed, N., & Meyer, Z. (2016). Use of a card sort task to assess students’ ability to coordinate three levels of representation in chemistry. Chemistry Education Research and Practice, 17(2), 337–352. https://doi.org/10.1039/c5rp00150a

Murniningsih, Muna, K., & Irawati, R. K. (2020). Analysis of misconceptions by four tier tests in electrochemistry, case study on students of the chemistry education study program UIN Antasari Banjarmasin. Journal of Physics: Conference Series, 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012008

Nugraeni, D., Jamzuri, & Sarwanto. (2013). Penyusunan Tes Diagnostik Fisika Materi Listrik Dinamis. Jurnal Pendidikan Fisika, 1(2), 12.

Nurhidayatullah, N., & Prodjosantoso, A. K. (2018). Miskonsepsi materi larutan penyangga. Jurnal Inovasi Pendidikan IPA, 4(1), 41–51. https://doi.org/10.21831/jipi.v4i1.10029

Plomp. (2013). Educational Design Research Educational Design Research. Educational Design Research, 1–206.

Ritonga, P. S., & Yasthophi, A.-. (2019). Pengembangan Instrumen Test Diagnostik Multiple Choice Four Tier Pada Materi Ikatan Kimia. Konfigurasi : Jurnal Pendidikan Kimia Dan Terapan, 3(1), 23. https://doi.org/10.24014/konfigurasi.v3i1.6797

Rohmah, S. (2019). Analisis konsepsi siswa kelas XI pada materi asam basa menggunakan instrumen tes four tier multiple choice: Penelitian deskriptif di kelas XI SMA Negeri Wilayah Bandung Timur (pp. 1–8). UIN Sunan Gunung Djati Bandung.

Septiana, D., Zulfiani, & Noor, M. F. (2014). Identifikasi Miskonsepsi Siswa Pada Konsep Archaebacteria Dan Eubacteria Menggunakan Two-Tier Multiple Choice. Edusains, VI(2), 192–200.

Sheftyawan, W. B., Prihandono, T., & Lesmono, A. D. (2018). Identifikasi Miskonsepsi Siswa Menggunakan Four-tier Diagnostic Test pada Materi Optik Geometri. Jurnal Pembelajaran Fisika, 7(2), 147–153.

Sudijono, A. (2015). Pengantar evaluasi pendidikan (Ed. Ke-1,). Raja Grafindo Persada.

Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry “triplet.” International Journal of Science Education, 33(2), 179–195. https://doi.org/10.1080/09500690903386435

Winata, B. C. (2019). Analisis konsepsi siswa pada materi kesetimbangan kimia menggunakan instrumen tes Four-Tier Multiple Choice. UIN Sunan Gunung Djati Bandung.

Yakubi, M., & Hanum, L. (2017). Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice ( Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh ) Abstrak Pendahuluan Metode Penelitian. Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), 2(1), 19–26.

Yalçınkaya, E., Taştan, Ö., & Boz, Y. (2009). High School Students’ Conceptions about Energy in Chemical Reactions. Pamukkale University Journal of Education, 26, 1–11.