Ani Rusilowati, Teguh Darsono, Felia Oktaviana Sekarningtias, Qisti Fariyani

Development of A Four-Tier E-Diagnostic Test on The Topic of Momentum to Measure and Reduce Student Misconception

Introduction

Development of a four-tier e-diagnostic test on the topic of momentum to measure and reduce student misconception. Develop a valid, reliable, and effective four-tier e-diagnostic test on Momentum to identify and reduce student misconceptions and learning difficulties using an R&D 4-D model.

Abstract

This research aims to develop a set of e-diagnostic four-tier tests on Momentum topics that can be utilized to identify students' learning difficulties and misconceptions. The tests are to be valid, reliable, and effective. This research and development (R&D) project employed the 4-D model, which encompasses the following four stages: Define, Design, Develop, and Disseminate. The Define stage entailed a comprehensive needs analysis and identification of critical issues, while the Design stage encompassed the formulation of e-diagnostic four-tier test grids and instruments. The development stage comprised the implementation of development activities, expert validation, product testing, and the final assembly of the product. The dissemination stage involved the publication of the results of the development of the e-diagnostic four-tier test. The test was constructed in the form of a five-option multiple-choice test. Each question comprises four tiers or levels, ranging from questions, confidence levels, and reasons to the subsequent confidence level. The data collection instrument includes an assessment sheet for product validity, scoring guidelines, and a Likert scale for determining the practicality of product use. The data analysis technique employs the following formulas: (1) Aiken's V for testing validity, (2) Cronbach Alpha for determining reliability, (3) probability of answering correctly to ascertain the level of difficulty of the items, (4) differentiating power to determine the differentiating power, and (5) percentage to measure the level of misconception. The outcome of this research is a series of four-level diagnostic multiple-choice tests accompanied by explanatory material designed to address potential misconceptions. The tests have been evaluated rigorously for validity, item analysis, practicality, and effectiveness.

Review

This research presents a compelling initiative to develop a specialized e-diagnostic four-tier test for identifying and addressing student misconceptions in momentum. The project's ambitious scope, aiming for a tool that is not only valid and reliable but also effective in measuring and reducing misconceptions, is highly commendable. The adoption of the structured 4-D research and development model (Define, Design, Develop, Disseminate) indicates a systematic and rigorous approach to product creation, which is a significant strength. This systematic development process, from initial needs analysis to final dissemination, suggests a well-planned and thorough investigation into an area of critical importance for physics education. The methodology described provides clear insights into the development process. The abstract meticulously outlines each stage of the 4-D model, from formulating test grids in the Design phase to expert validation and product testing in the Develop stage. A key strength lies in the detailed description of the four-tier test structure, incorporating questions, confidence levels, reasons, and a subsequent confidence level, which is a sophisticated approach to pinpointing the depth and source of misconceptions. Furthermore, the abstract explicitly lists the data collection instruments and the robust statistical techniques employed for validation, including Aiken's V for validity, Cronbach Alpha for reliability, and specific formulas for item difficulty, differentiating power, and misconception measurement. This comprehensive analytical framework underscores the commitment to developing a high-quality diagnostic instrument. The outcome of this research—a rigorously evaluated series of four-level diagnostic multiple-choice tests accompanied by explanatory material—holds significant promise for educational practice. The thorough evaluation for validity, item analysis, practicality, and effectiveness suggests that the developed tool is robust and ready for application. This e-diagnostic test has the potential to be a valuable asset for educators seeking to accurately diagnose specific learning difficulties and misconceptions related to momentum, thereby enabling targeted instructional interventions. While the abstract clearly states the evaluation of effectiveness, the full paper would ideally elaborate on the *results* of this effectiveness, particularly in *reducing* student misconceptions as highlighted in the title, and provide concrete examples of identified misconceptions and how the explanatory material addresses them. Overall, this work represents a significant contribution to the field of educational diagnostics and physics education research.

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