The 3 Tier Multiple-Choice Diagnostic Test: An Identified Instrument for Primary Students' Science Misconception

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DOI:

https://doi.org/10.47750/pegegog.13.02.13

Keywords:

identified instrument, misconception, primary student, science, 3Tier Multiple-choice diagnostic tests

Abstract

The goal of this study was to determine how the 3 Tier Multiple Choice Diagnostic Test developed in primary students' scientific understanding. Sukmadinata conducted this research and development, which includes fundamental studies, model development, and model testing. 161 fourth-graders served as research subjects. Tests, surveys, and observations are all used to collect data. The Miles and Huberman interactive model was used to analyze qualitative data, and the paired sample t-test and N-Gain Score test were used to analyze quantitative data. The findings indicate that 3 Tier Multiple Choice Diagnostic Test instrument has a V index of 0.80 and a Cronbach's Alpha value of 0.890, indicating that the instrument is valid. Thus, all test items are legitimate and dependable. The instrument was able to identify misconceptions regarding science learning in light material that fit the following profile based on the results of the trials: 28.7% of students do not grasp the idea of light sources; 43.3% have misunderstandings; 17.8% have incomplete comprehension with misconceptions; 20.2% have incomplete understanding without misconceptions; and 14.9% have complete understanding

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Published

2023-02-24

How to Cite

Ma’arif Hidayatul Laeli, C., Gunarhadi, & Muzzazinah. (2023). The 3 Tier Multiple-Choice Diagnostic Test: An Identified Instrument for Primary Students’ Science Misconception. Pegem Journal of Education and Instruction, 13(2), 103–111. https://doi.org/10.47750/pegegog.13.02.13

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Vol. 13 No. 2 (2023): CURRENT ISSUE

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