Email this article 
Development of Google Form-Based Five-Tier E-Diagnostic Test to Identify Conception Levels and Track Students' Misconceptions on Thermodynamics Materials
Abstract
The learning process can not be separated from the assessment activities. Google form is one of the assessment applications used during Covid-19 pandemic. In learning physics, students often have difficulty understanding concepts, leading to misconceptions. Student interview results showed that thermodynamics is a complex material. This research aims to develop a five-tier diagnostic test based on google form to identify the conception levels and track misconceptions in thermodynamic material. Research & Development method with eight stages, namely potential and problems, information gathering, instrument design, design validation, design revision, trial, instrument revision, and research test, was applied to obtain the instrument. The feasibility of the test was met by the results of validity and reliability tests. A total of 12 questions were successfully developed and declared valid and reliable at the value of 0.601. The research sample consisted of 47 students of 11th Grade of MAN 1 Bojonegoro. The results showed that the google form-based five-tier e-diagnostic test developed was able to identify conception levels and track students' misconceptions on thermodynamic material. The highest conception levels were dominated by Lack of Knowledge and the presence of misconceptions reached 28.33% in low category. Students' misconceptions are caused by wrong reasoning, intuition, humanistic thinking, preconceptions, and associative thinking. This five-tier diagnostic instrument can be used by physics teachers as an assessment instrument in physics learning. In addition, to fulfilling the evaluation and assessment objectives achievement, this instrument provides convenience in implementation, documentation, and track the causes of students' difficulties in understanding thermodynamic concepts.
Keywords
Full Text:
PDFReferences
Abdullah, M. (2016). Fisika Dasar I. Bandung: ITB.
Agustin, P. N., Lesmono, A. D., & Bachtiar, R. W. (2017). Pembelajaran Fisika di SMA dengan Menggunakan Model Kooperatif Tipe STAD ( Kajian : Di SMAN 1 Tapen Bondowoso). Jurnal Pembelajaran Fisika, 201–207.
Ali, M. (2019). Analisis Miskonsepsi Siswa Berdasarkan Gender dalam Pembelajaran Fisika dengan Menggunakan Tes Diagnostik Two-Tier di Kotabaru. Jurnal Ilmiah Pendidikan, 7(1), 59–66. https://doi.org/10.33659/cip.v7i1.120
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and Challenges of Using E-Assessment. International Journal of Information and Education Technology, 8(1), 34–37. https://doi.org/10.18178/ijiet.2018.8.1.1008
Amin, N., Wiendartun, & Samsudin, A. (2016). Analisis Intrumen Tes Diagnostik Dynamic-Fluid Conceptual Change Inventory (DFCCI) Bentuk Four-Tier Test pada Beberapa SMA di Bandung Raya. Prosiding Simposium Nasional Inovasi dan Pembelajaran (SNIPS) 2016, 1(1), 570-574.
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. Elementary Education Online, 18(3), 1014–1029. https://doi.org/10.17051/ilkonline.2019.609690
Arikunto, S. (2013). Prosedur Penelitian Suatu pendekatan Praktik: Edisi Revisi. Jakarta: PT. Rineka Cipta .
Arikunto, S. (2016). Dasar-Dasar Evaluasi Pendidikan Edisi 2. Jakarta: PT. Bumi Aksara.
Dikmenli, M. (2010). Misconceptions of Cell Division Held by Student Teachers in Biology: A Drawing Analysis. Scientific Research and Essay, 5(2), 235–247. http://www.academicjournals.org/SRE
Djaali. (2008). Skala Likert. Jakarta: Pustaka Utama.
Fitriyah, I., & Jannah, M. (2021). Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers' Perceptions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 265. https://doi.org/10.21093/ijeltal.v5i2.709
Handayani, N. D., Astuti, S., & Lesmono, A. D. (2018). Identifikasi Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test pada Materi Hukum Termodinamika di SMA Bondowoso 1. Jurnal Pembelajaran Fisika, 7(2): 189-195
Heryadi, F. (2021). Penggunaan Google Forms Sebagai Media Pembelajaran Daring di Masa Pandemi Covid-19 pada Mata Pelajaran Sejarah di SMK Negeri 2 Ketapang. Jurnal Swadesi, 2(1).
Istighfarin, L., Rachmadiarti, F., & Budiono, J. D. (2015). Profil Miskonsepsi Siswa pada Materi Struktur dan Fungsi Jaringan Tumbuhan. Berkala Ilmiah Pendidikan Biologi, 4(3). http://ejournal.unesa.ac.id/index.php/bioedu
Kirbulut, Z. D., & Geban, O. (2014). Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Köse, S. (2008). Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3(2), 283–293.
Malikha, Z., & Amir, M. F. (2018). Analisis Miskonsepsi Siswa Kelas V-B MIN Buduran Sidoarjo pada Materi Pecahan Ditinjau dari Kemampuan Matematika. Mathematics Education Journal, 1(2), 75–81.
Marlis. (2015). Analisis Profil Pemahaman Konsep dan Konsistensi Konsepsi Siswa Kelas X SMA Negeri 1 Tilatang Kamang pada Materi Fluida Statis. Prosiding Simposium Nasional Inovasi Dan Pembelajaran Sains (SNIPS 2015), 413–416.
Pratiwi, H. Y., Pendidikan, P., Universitas, F., & Malang, K. (2016). Pengembangan Instrumen Tes Pilihan Ganda untuk Mengidentifikasi Karakteristik Konsep Termodinamika Mahasiswa Prodi Pendidikan Fisika Universitas Kanjuruhan Malang. Jurnal Inspirasi Pendidikan Universitas Kanjuruhan Malang, 6(2), 842-850.
Purnama, A., & Fakhruddin, Z. (2018). Identification of Thermodynamic Misconceptions Materials with Three-Level Multiple Choice Diagnostic Test on The Students of Class XI of SMAN 9 Pekanbaru. JOM FKIP VOLUME, 5.
Qonita, M., & Ermawati, F. U. (2020). The Validity and Reliability of Five-Tier Conception Diagnostic Test for Vector Concepts. Jurnal Inovasi Pendidikan Fisika, 09(03), 459–465.
Rafiqah, Amin, F., & Wayong, M. (2019). Pengaruh Learning Cycle Berbasis Metode Konflik Kognitif untuk Meningkatkan Pemahaman Konsep Fisika. Jurnal Pendidikan Fisika, 7(2):133-139.
Rahmi, Y. F. (2016). Identifikasi Miskonsepsi Siswa pada Konsep Termodinamika dengan Menggunakan Tes Diagnostik Two Tier Multiple Choice (TTMC). Jakarta: UIN Syarif Hidayatullah.
Retno Artiawati, P., Muliyani, R., & Kurniawan, Y. (2018). Identifikasi Kuantitas Siswa yang Miskonsepsi Menggunakan Three Tier-Test pada Materi Gerak Lurus Berubah Beraturan (GLBB). Jurnal Ilmu Pendidikan Fisika, 3.
Riduwan & Akdon. (2013). Rumus dan Data dalam Analisis Statistika. Bandung: Alfabeta.
Salsabila, F. N., & Ermawati, F. U. (2020). Validity and Reliability of Conception Diagnostic Test Using Five-Tier Format for Elasticity Concepts. Inovasi Pendidikan Fisika, 09(03), 439–446.
Sari, I. P. M., & Ermawati, F. U. (2021). Instrumen Tes Diagnostik Konsepsi Lima Tingkat pada Materi Gerak Lurus: Pengembangan, Uji Validitas dan Reliabilitas serta Uji Coba Terbatas. PENDIPA Journal of Science Education, 5(2), 152–162. https://doi.org/10.33369/pendipa.5.2.152-162
Sudijono, A. (2014). Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers.
Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2015). Statistika untuk Penelitian. Bandung: Alfabeta.
Suparno, P. (2013). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika. Jakarta: PT Grasindo.
Zahra, Y., & Suprapto, N. (2019). Analisis Kualitas Instrumen Four-Tier Diagnostic Test untuk Mengidentifikasi Profil Konsepsi Siswa pada Materi Teori Kinetik Gas. Jurnal Inovasi Pendidikan Fisika , 08(03), 830–834.
DOI: https://doi.org/10.33394/j-ps.v10i3.5209
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Alifia Royani, Woro Setyarsih
This work is licensed under a Creative Commons Attribution 4.0 International License.
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) p-ISSN (print) 2338-4530, e-ISSN (online) 2540-7899 is licensed under a Creative Commons Attribution 4.0 International License.