Publisher

UNMUNM

Journal JURNAL NALAR PENDIDIKANJURNAL NALAR PENDIDIKAN Abstract

This study is designed to develop a two-tier multiple-choice diagnostic assessment tool to identify students misconceptions in chemistry, particularly on the topics of conductive and non-conductive solutions, as well as reduction and oxidation processes. The development method follows the adapted framework of Wilson, Orindo, and Antonio, streamlined into three core phases: planning, feasibility assessment, and field testing. Validation was conducted through expert evaluation and the application of Rasch statistical analysis. The assessment tool demonstrated excellent content quality, with an Aiken score of 0.86, confirming its alignment with learning materials and the objective of enhancing students analytical skills. Field testing confirmed that the tool meets all Rasch measurement criteria, including unidimensionality, answer independence, parameter consistency, model fit, and item difficulty variation. The tool also exhibited strong measurement consistency, performing optimally in assessing students with intermediate ability levels. Thus, this instrument is deemed suitable for identifying conceptual errors in chemistry learning and serves as a guide for formulating effective instructional strategies.

Conclusion

The study successfully developed a two-tier multiple-choice diagnostic test instrument to identify students misconceptions in chemistry.Expert validation confirmed the instruments high content validity, and item analysis using the Rasch model fulfilled key psychometric assumptions.The instrument is most effective for students with moderate abilities, offering minimal measurement error and high reliability, making it a valuable tool for improving conceptual understanding in chemistry.

Future Research

Future research should explore the effectiveness of this diagnostic test in diverse educational settings and with different student populations to assess its generalizability. Furthermore, studies could investigate the use of this diagnostic tool to inform personalized learning interventions tailored to address specific student misconceptions in chemistry, potentially utilizing adaptive learning technologies. Finally, researchers could expand the scope of the instrument to cover a broader range of chemistry topics and incorporate more complex item formats, such as open-ended questions or simulations, to provide a more comprehensive assessment of students conceptual understanding and reasoning skills, ultimately contributing to the development of more effective chemistry curricula and instructional practices. These investigations will require a minimum of 150 words to fully explore the potential benefits and challenges of implementing these research directions.

Metadata

File size	461.83 KB
Pages	8
DMCA	Report