Development of a Three-Tier Diagnostic Test to Identify Students’ Misconceptions in Chemical Equilibrium
DOI:
https://doi.org/10.33394/hjkk.v14i5.22833Keywords:
Chemical Equilibrium, Misconceptions, Three-Tier Diagnostic Test, Diagnostic Assessment, Chemistry EducationAbstract
This study aimed to develop a three-tier diagnostic test to identify students' misconceptions about chemical equilibrium. A research and development design with a modified 3-D model (define, design, and develop) was used. The instrument consisted of 20 items covering six concepts, and each item had an answer tier, a reasoning tier, and a confidence tier. Four expert validators gave a mean validation score of 87.015%, which is in the highly valid category. The instrument was tried out on 22 students of Class XI MIA 2 at SMA Negeri 4 Kendari. Cronbach's alpha was 0.585, which is below the 0.70 criterion. In the trial, 63% of the diagnostic responses indicated misconceptions, 18% conceptual understanding, and 19% lack of understanding. Misconception percentages ranged from 50% to 89% across the six concepts, and the highest was for degree of dissociation, equilibrium constants, and the relationship between Kc and Kp. The instrument is valid and able to identify misconceptions, but its reliability in the trial is insufficient, so the items need revision and further testing with a larger sample before wider use.
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