Novia Lizelwati, Anis Diyana Bt Halim, Izan Roshawaty binti Mustapa

DEVELOPMENT OF CONCEPTUAL CHANGE INSTRUMENTS TO MEASURE STUDENTS' UNDERSTANDING OF VIBRATIONS, WAVES, AND SOUNDS AT UNIVERSITIES

Introduction

Development of conceptual change instruments to measure students' understanding of vibrations, waves, and sounds at universities . Develop a three-tier diagnostic instrument to measure university students' understanding of vibrations, waves, and sound, effectively identifying misconceptions in physics education.

Abstract

The significant number of misconceptions students have about the concepts of vibration, waves, and sound poses a major challenge to learning physics in higher education. This study aims to develop a conceptual change instrument to measure student understanding of these topics using the ADDIE model (analysis, design, development, implementation, evaluation). The instrument is designed as a three-tier diagnostic test that includes multiple-choice (conceptual answers), open-ended reasoning, and the Confidence Rating Index (CRI). Content validity was tested using the Content Validity Index (CVI) with an S-CVI/ave result of 1.00, while reliability was tested using Cronbach's Alpha with a value of 0.756. The trial was conducted on first-year students of the Physics Education Study Program at Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar who were selected through purposive sampling. The results showed a big improvement in understanding concepts after using multi-representation inquiry-based learning, and the instrument was effective at identifying scientific understanding, misconceptions, and conceptual ignorance. These findings confirm that the multi-tiered approach with CRI is effective as a formative evaluation instrument in physics education.

Review

This study tackles a highly relevant challenge in physics education: the pervasive misconceptions students hold regarding vibrations, waves, and sound at the university level. The initiative to develop a dedicated conceptual change instrument using the structured ADDIE model is a commendable effort to provide educators with a robust tool for diagnosing these issues. The design as a three-tier diagnostic test, incorporating multiple-choice conceptual answers, open-ended reasoning, and a Confidence Rating Index (CRI), represents a sophisticated approach to move beyond superficial understanding and delve into the depth of student cognition. A key strength of this research lies in the rigorous validation process applied to the instrument. The high Content Validity Index (S-CVI/ave of 1.00) indicates strong expert consensus on the relevance and appropriateness of the test items, while the respectable Cronbach's Alpha of 0.756 confirms its internal consistency and reliability as a measurement tool. The abstract effectively conveys the instrument's capability to effectively differentiate between scientific understanding, persistent misconceptions, and conceptual ignorance, thereby fulfilling its primary diagnostic purpose. Its reported effectiveness as a formative evaluation instrument further underscores its practical utility in improving teaching and learning in physics. While the abstract provides a compelling overview, further details in the full manuscript would enhance its clarity and impact. The statement regarding a "big improvement in understanding concepts after using multi-representation inquiry-based learning" requires greater methodological elaboration. It is crucial to clarify *how* this improvement was measured using the newly developed instrument – for instance, through a pre-post-test design – and to what extent this finding relates directly to the instrument's development and validation, rather than a separate pedagogical intervention. Additionally, expanding on the specific types of misconceptions the instrument is designed to address, derived from the "analysis" phase of the ADDIE model, and discussing the generalizability of findings beyond the pilot sample would strengthen the overall contribution of this valuable work.

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