Sensitivity of two-tier and three-tier tests in detecting student’s misconceptions of chemical bonding

Ebiati Ebiati, Asrial Asrial, Muhammad Haris Effendi-Hasibuan

Abstract


This research study aims to determine how the sensitivity of two-tier and three-tier tests in detecting student’s misconceptions about chemical bonding. This research is a quantitative study with a total sampling technique that is measured using three-tier multiple-choice with a modified CRI. Based on the findings, with a two-tier multiple-choice, the percentage value of the understanding category is 86.06%, misconceptions are 6.89%, and do not understand is 7.06%. Meanwhile, using a three-tier multiple-choice, the percentage value of the understanding category is 85.33%, misconception amounted to 7.61%, and did not understand 7.06%. This study concludes that three-tier multiple-choice is more sensitive than two-tier multiple-choice in detecting students' misconceptions of chemical bonding.

Keywords: Chemical bonding, Misconception, Three-tier, Two-tier

Full Text:

PDF

References


Anintia, R., Sadhu, S. & Annisa, D. (2017). Identify students’ concept understanding using three - tier multiple choice questions ( TTMCs ) on stoichiometry. International Journal of Science and Applied Science: Conference Series, 2(1), 308–317. doi: 10.20961/ijsascs.v2i1.16734.

Caleon, I. & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939 – 961. doi: 10.1080/09500690902890130.

Dindar, A. C. & Geban, O. (2011). Development of a three-tier test to assess hight school students’ understanding of acid and bases. Procedia sosial and behavioral sciences, 15, 600–604. doi: 10.1016/j.sbspro.2011.03.147.

Halim, L., Yong, T. K., & Meerah, T. S. M (2014). Overcoming students’ misconceptions on forces in equilibrium: An action research study. Scientific Research An Academic Publisher, 5(11), 1032–1042. doi: 10.4236/ce.2014.511117.

Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the Certainty of Response Index (CRI). Physics Education, 34(5), 294–299. doi: 10.1088/0031-9120/34/5/304

Kamilah, D. Si. & Suwarna, I. P. (2016). Pengembangan three-tier test digital untuk mengidentifikasi miskonsepsi pada konsep fluida statis. Edusains, 8(2), 212–220. doi: 10.15408/es.v8i2.5192.

Kirbulut, Z. D. & Geban, O. (2014). Using three-tier diagnostic test to asse ss students ’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. doi: 10.12973/eurasia.2014.1128a.

Meltafina, M., Wiji, W. & Mulyani, S. (2019). Misconceptions and threshold concepts in chemical bonding. In International Conference on Mathematics and Science Education (ICMScE 2018). doi: 10.1088/1742-6596/1157/4/042030.

Mustaqim, T. A., Zulfiani & Herlanti, Y. (2015). Identifikasi miskonsepsi siswa dengan menggunakan metode certainty of response index (CRI) pada konsep fotosintesis dan respirasi tumbuhan. Edusains, 6(2), 145– 152. doi: 10.15408/es.v6i2.1117.

Prodjosantoso, A. K., Hertina, A. M. & Irwanto (2019). The misconception diagnosis on ionic and covalent bonds concepts with three tier diagnostic test. International Journal of Instruction, 12(1), 1477–1488. doi: 10.29333/iji.2019.12194a.

Sadhu, S., Tima, M. T., Cahyani, V. P., Laka, A. F., Annisa, D., & Fahriyah, A. R. (2017). Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive. International Journal of Science and Applied Science: Conference Series, 1(2), 91–100. doi: 10.20961/ijsascs.v1i2.5126.

Safitri, N. C., Nursaadah, E.& Wijayanti, I. E. (2019). Analisis multipel representasi kimia siswa pada konsep laju reaksi. EduChemia (Jurnal Kimia dan Pendidikan), 4(1), 1-12. doi: 10.30870/educhemia.v4i1.5023.

Sen, S., Varoglu, L. & Yilmaz, A. (2019). Cognitive structures and misconceptions with thematic framework: The case of chemical bonding. Journal of Eucation and future, (16), 65–78. doi: 10.30786/jef.466415.

Silaban, S. (2017). Dasar-dasar pendidikan matematika dan ilmu pengetahuan alam. Medan: Harapan Cerdas Publisher.

Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. doi: 10.15294/jpii.v8i2.18649.

Stojanovska, M., Petruševski, V. M., & Šoptrajanov, B. (2014). Study of the use of the three levels of thinking and representation. Contributions, Section of Natural, Mathematical and Biotechnical Sciences, 35(1), 37-46. doi: 10.20903/csnmbs.masa.2014.35.1.52

Suryani, Y. E. (2017). Pemetaan kualitas empirik soal ujian akhir semester pada mata pelajaran bahasa Indonesia SMA di kabupaten Klaten. Jurnal Penelitian dan Evaluasi Pendidikan, 21(2), 142–152. doi: 10.21831/pep.v21i2.10725.




DOI: https://doi.org/10.24114/jpkim.v12i2.19405

Article Metrics

Abstract view : 442 times
PDF - 282 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Ebiati Ebiati, Asrial Asrial, Muhammad Haris Effendi-Hasibuan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Jurnal Pendidikan Kimia
Contact: +62 853-1769-2813
Email: jpkim.pps@unimed.ac.id

Jl. Willem Iskandar, Pasar V, Medan Estate, Medan City, North Sumatra Province, Postal Code 20221. Phone/fax: (061) 661 3365 / +62 852-7802-1981.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.