Amanda Patricia, Sabani Sabani

ANALISIS MISKONSEPSI SISWA SMA PADA HUKUM NEWTON MENGGUNAKAN FOUR-TIER TEST BERBASIS CRI

Introduction

Analisis miskonsepsi siswa sma pada hukum newton menggunakan four-tier test berbasis cri. Penelitian ini mengevaluasi Four-Tier Test berbasis CRI untuk mendeteksi miskonsepsi siswa SMA tentang Hukum Newton, mengungkap pola miskonsepsi, dan efektif untuk asesmen diagnostik fisika.

Abstract

Penelitian ini bertujuan untuk menilai kelayakan dan efektivitas instrumen Four-Tier Multiple Choice Diagnostic Test berbasis Certainty of Response Index (CRI) dalam mengidentifikasi miskonsepsi siswa SMA pada materi Hukum Newton, serta menganalisis tingkat dan pola miskonsepsi yang muncul. Instrumen yang dikembangkan terdiri atas 15 butir soal dan diujikan kepada 36 siswa kelas XI SMA Negeri 1 Labuhan Deli. Validasi dilakukan melalui penilaian ahli dengan hasil Cohen’s Kappa sebesar 0,817 dan Fleiss’ Kappa sebesar 0,782, yang termasuk dalam kategori almost perfect dan excellent agreement. Uji empiris menunjukkan bahwa 13 butir soal memenuhi kriteria valid dan reliabel, dengan daya pembeda baik serta tingkat kesukaran yang seimbang. Analisis hasil tes mengungkapkan bahwa sebagian besar siswa masih mengalami miskonsepsi, terutama pada konsep Hukum II Newton terkait gaya tegangan tali. Temuan ini menunjukkan bahwa instrumen Four-Tier Multiple Choice berbasis CRI yang dikembangkan layak dan efektif digunakan untuk mendeteksi miskonsepsi secara mendalam, serta memberikan kontribusi penting bagi pengembangan asesmen diagnostik konseptual dan perancangan pembelajaran berorientasi perubahan konseptual dalam pendidikan fisika.

Review

The paper titled "ANALISIS MISKONSEPSI SISWA SMA PADA HUKUM NEWTON MENGGUNAKAN FOUR-TIER TEST BERBASIS CRI" presents a highly relevant and methodologically sound study addressing the critical issue of student misconceptions in physics. The primary aim of developing and validating a Four-Tier Multiple Choice Diagnostic Test, integrated with the Certainty of Response Index (CRI), to effectively identify high school students' misconceptions on Newton's Laws, is well-executed. The abstract clearly articulates the study's purpose, methodology, and key findings, indicating a valuable contribution to diagnostic assessment in physics education. A significant strength of this research lies in its robust instrument development and validation process. The integration of CRI with a Four-Tier diagnostic test represents an advanced approach to pinpointing the depth and certainty of student understanding, moving beyond simple correct/incorrect answers. The impressive statistical validation, including "almost perfect" and "excellent" agreement from expert judgment (Cohen’s Kappa 0.817, Fleiss’ Kappa 0.782), alongside positive empirical results for item validity, reliability, discrimination, and balanced difficulty, provides strong evidence for the instrument's quality and utility. The finding that widespread misconceptions persist, particularly concerning tension forces within Newton's Second Law, offers crucial insights for educators. While the abstract strongly demonstrates the instrument's efficacy and its potential to deeply detect misconceptions, the full paper could potentially strengthen its impact by elaborating on a few points. A more detailed categorization and qualitative analysis of the specific alternative conceptions identified, beyond just "tension force," would significantly enhance the practical utility for curriculum designers and teachers. Additionally, although the instrument validation is robust, a discussion on the generalizability of the miskonception patterns observed in the 36 students to a broader population, or suggestions for future larger-scale studies, would be beneficial. Nonetheless, this study provides a well-validated and effective diagnostic tool that holds significant promise for informing conceptual change-oriented learning strategies in physics education.

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