Pengembangan Digi4t-HB: Four-tier Test Digital untuk Identifikasi Miskonsepsi pada Tekanan Hidrostatis dan Gaya Apung
Abstract
Latar Belakang: Miskonsepsi siswa pada tekanan hidrostatis dan gaya apung menghambat pemahaman fisika. Meski guru mengidentifikasi miskonsepsi melalui tanya jawab, metode ini kurang efektif. Hasil angket menunjukkan kendala identifikasi miskonsepsi karena waktu dan pemahaman guru terhadap instrumen diagnostik. Penelitian ini bertujuan mengembangkan instrumen four-tier test digital (Digi4T-HB) untuk mengidentifikasi miskonsepsi siswa pada materi tekanan hisdrostatis dan gaya apung.
Subjek dan Metode: Jenis penelitian ini adalah Design and Development Research (DDR). Validitas instrumen diuji dengan menggunakan analisis Rasch Model. Instrumen diujicobakan kepada 51 siswa kelas XI di Tasikmalaya dengan teknik cluster random sampling.
Hasil: Hasil validasi konten berdasarkan penilaian ahli yang diolah multifaset menunjukkan semua soal lolos validasi ahli, namun perlu revisi sesuai saran, terutama aspek keterbacaan.validitas konstruk menunjukkan bahwa instrumen memenuhi kriteria unidimensionalitas dengan nilai varians mentah sebesar 34,2% dan nilai Eigen value sebesar 2,2303. Analisis butir soal menghasilkan 12 dari 14 butir soal yang sesuai berdasarkan statistik kecocokan. Tingkat kesulitan pertanyaan bervariasi dengan rentang logit -0,37 hingga +0,50. Uji reliabilitas menunjukkan koefisien alpha Cronbach sebesar 0,82 (kategori sangat baik), reliabilitas orang sebesar 0,72 dan reliabilitas butir soal sebesar 0,71 (keduanya kategori sedang). Hasil dari tahap evaluasi menghasilkan 12 soal DIGI4T-HB yang valid dan reliabel untuk mengidentifikasi miskonsepsi siswa secara digital.
Kesimpulan: Instrumen Digi4T-HB terbukti valid dan reliabel untuk mengidentifikasi miskonsepsi siswa pada topik tekanan hidrostatis dan gaya apung. Penggunaan tes digital meningkatkan efisiensi identifikasi miskonsepsi dan memudahkan guru dalam menganalisis pemahaman siswa. Digi4T-HB dapat digunakan untuk mendukung proses remediasi siswa yang mengalami miskonsepsi.
References
Arulogun, O. T., Akande, O. N., Akindele, A. T., & Badmus, T. A. (2020). Survey dataset on open and distance learning students’ intention to use social media and emerging technologies for online facilitation. Data in Brief, 31, 105929. https://doi.org/10.1016/J.DIB.2020.105929
Bozdağ, C. H., & Türkoğuz, S. (2021). A Rasch Model Analysis of Primary School Students’ Conceptual Understanding Levels of The Concept of Light. International Online Journal of Primary Education (IOJPE), 10(1), 160–179. www.iojpe.orgORCID:https://orcid.org/0000-0001-6735-7096ORCID:https://orcid.org/0000-0002-7850-2305
Çelikkanlı, N. Ö. (2022). A Review of Studies About Four-Tier Diagnostic Tests in Physics Education. Journal of Turkish Science Education, 19(4), 1291–1311. https://doi.org/10.36681/tused.2022.175
Çelikkanlı, N. Ö., & Kızılcık, H. Ş. (2022). A Review of Studies About Four-Tier Diagnostic Tests in Physics Education. Journal of Turkish Science Education, 19(4), 1291–1311. https://doi.org/10.36681/tused.2022.175
Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241–1257. https://doi.org/10.1002/tea.3660301007
Devitt, J. H., Kurrek, M. M., Cohen, M. M., Fish, K., Fish, P., Noel, A. G., & Szalai, J.-P. (1998). Testing Internal Consistency and Construct Validity During Evaluation of Performance in a Patient Simulator. Anesthesia & Analgesia, 86(6), 1160–1164. https://doi.org/10.1213/00000539-199806000-00004
Djudin, T. (2021). Promoting Students’ Conceptual Change by Integrating The 3-2-1 Reading Technique with Refutation Text in The Physics Learning of Buoyancy. Journal of Turkish Science Education, 18(2), 290–303. https://doi.org/10.36681/tused.2021.66
Firdausi, F., Yuliati, L., & Parno, P. (2019). Students’ conceptual errors on hydrostatics pressure and bouyancy theory. Jurnal Pendidikan Sains Universitas …. https://www.neliti.com/publications/477971/students-conceptual-errors-on-hydrostatics-pressure-and-bouyancy-theory
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Handayani, D. Y., Suhandi, A., & ... (2022). The development of computer supported conceptual change text on buoyant force. Jurnal Multidisiplin …. https://journal.formosapublisher.org/index.php/mudima/article/view/1542
Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Dalam Evidence-Based Nursing (Vol. 18, Nomor 3, hlm. 66–67). BMJ Publishing Group. https://doi.org/10.1136/eb-2015-102129
Hidayat, M., Kurniawan, D. A., Sandra, R. O., & ... (2022). Misconception Tool: Web-Based Assessment of Buoyancy Materials. Journal of …. https://ejournal.undiksha.ac.id/index.php/JET/article/view/43749
Hunaidah, H., Erniwati, E., & Mahdiannur, M. A. (2022). Tes Diagnostik Four-tier untuk Menilai Miskonsepsi Siswa tentang Fluida: Sebuah Kisah dari Pengembangan hingga Pengukuran dari Tiga Lokasi Lingkungan. Jurnal Penelitian Pendidikan IPA, 8(3), 1586–1592. https://doi.org/10.29303/jppipa.v8i3.1784
Inggit, S. M., Liliawati, W., & Suryana, I. (2021). Identifikasi Miskonsepsi dan Penyebabnya Menggunakan Instrumen Five-Tier Fluid Static Test (5TFST) pada Peserta Didik Kelas XI Sekolah Menengah Atas. Journal of Teaching and Learning Physics, 6(1), 49–68. https://doi.org/10.15575/jotalp.v6i1.11016
Ishak, A. H., Osman, M. R., Mahaiyadin, M. H., Tumiran, M. A., & Anas, N. (2018). Examining Unidimensionality of Psychometric Properties Via Rasch Model. International Journal of Civil Engineering and Technology (IJCIET, 9(9), 1462–1467. http://www.iaeme.com/IJCIET/index.asp1462http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=9&IType=9http://www.iaeme.com/IJCIET/index.asp1463http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=9&IType=9
Kaltakçi, D. (2012). Development And Application Of A Four-Tier Test To Assess Pre-Service Physics Teachers" Misconceptions About Geometrical Optics A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of Middle East Technical University. Middle East Technical University.
Kamilah, D. S. (2016). Pengembangan three-tier test digital untuk mengidentifikasi miskonsepsi pada konsep fluida statis [UIN Syarif Hidayatullah Jakarta]. Dalam academia.edu. https://www.academia.edu/download/70802922/DENDY_20SITI_20KAMILAH-FITK.pdf
Kamilah, D. S., & Suwarna, I. P. (2016). Pengembangan Three-Tier Test Digital untuk Mengidentifikasi Miskonsepsi Pada Konsep Fluida Statis. EDUSAINS, 8(2), 212–220. https://doi.org/10.15408/es.v8i2.5192
Karaman, I. (2011). Effect of instruction based on conceptual change text on students’ understanding of fluid pressure concept. Dalam Int. J. Innovation and Learning (Vol. 9, Nomor 1).
Khan, H., Kushwah, K. K., Khare, K., Mahobia, S. K., & Thakur, J. S. (2022). Methods of Evaluation and Assessment in Digital Learning (hlm. 83–110). https://doi.org/10.4018/978-1-6684-5400-8.ch004
Kunaedi, J., Samsudin, A., Hasanah, L., Hidiana Aminudin, A., Herliyana Dewi, F., Alfionita Umar, F., Rona Wahyu Astuti, I., & Nurul Mufida, S. (2024). Developing Diagnostic Test on Geometrical Optics (DT-GO) Concept. International Conference On Mathematics And Science Education, 712. https://doi.org/10.18502/kss.v9i8.15637
Maknun, J., & Marwiah, M. (2022). Remediation of Misconceptions Vocational High School Students on the Concept of Static Fluids using the Conceptual Change Model. Journal of Technical Education and Training, 14(2 Special Issue), 49–56. https://doi.org/10.30880/jtet.2022.14.02.005
Mellu, R. N. K., & Langtang, D. (2023). Profil Miskonsepsi Peserta Didik pada Materi Kinematika Gerak dan Fluida Statis. Jurnal Pendidikan Fisika, 11(2), 170. https://doi.org/10.24127/jpf.v11i2.7345
Nasrudin, H., & Azizah, U. (2020). Overcoming Misconception In Energetic Topics Through Implementation Of Metacognitive Skills-Based Instructional Materials: A Case Study In Student Of Chemistry Department, Universitas Negeri Surabaya. JPII, 9(1), 125–134. https://doi.org/10.15294/jpii.v9i1
Neidorf, T., Arora, A., Erberber, E., Tsokodayi, Y., & Mai, T. (2020). Student Misconceptions and Errors in Physics and Mathematics. 9. https://doi.org/10.1007/978-3-030-30188-0
Ozkan, G., & Selcuk, G. S. (2015). Effect of Technology Enhanced Conceptual Change Texts on Students’ Understanding of Buoyant Force. Universal Journal of Educational Research, 3(12), 981–988. https://doi.org/10.13189/ujer.2015.031205
Park, J. J., Edward, H. J. K., & Chung, C. W. (2021). Innovative digital tools for new trends in teaching and assessment methods in medical and dental education. Journal of Educational Evaluation for Health Professions, 18. https://doi.org/10.3352/JEEHP.2021.18.13
Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427. https://doi.org/10.36681/tused.2022.128
Saidi, S. S., & Siew, N. M. (2019). Reliability and Validity Analysis of Statistical Reasoning Test Survey Instrument using the Rasch Measurement Model. International Electronic Journal of Mathematics Education, 14(3), 535–546. https://doi.org/10.29333/IEJME/5755
Samsudin, A., Azizah, N., Fratiwi, N. J., Suhandi, A., Irwandani, I., Nurtanto, M., Yusup, M., Supriyatman, S., Masrifah, M., Aminudin, A. H., & Costu, B. (2024). Development of DIGaKiT: identifying students’ alternative conceptions by Rasch analysis model. Journal of Education and Learning, 18(1), 128–139. https://doi.org/10.11591/edulearn.v18i1.20970
Sholahuddin, S. (2019). Penerapan Conceptual Change Texts (Cct) Berbantuan Komputer Untuk Menurunkan Miskonsepsi Siswa Pada Materi Fluida Statis. repository.upi.edu. http://repository.upi.edu/id/eprint/48321
Sholahuddin, S., Rusnayati, H., & Suyana, I. (2019). Profil Miskonsepsi Siswa Berdasarkan Hasil Tes Diagnostik Four Tier Test pada Materi Fluida Statis. WaPFi (Wahana Pendidikan Fisika), 4(2), 194–199. https://doi.org/10.17509/wapfi.v4i2.20201
Soeharto, 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. https://doi.org/10.15294/jpii.v8i2.18649
Sukarelawan, M. I., Indratno, T. K., Oktova, R., & ... (2024). Quality of Four-Tier Diagnostic Test on Wave and Vibration Materials: An Empirical Study Using Rasch Modeling. Jurnal Pendidikan …. https://journal.unnes.ac.id/nju/JPFI/article/view/47493
Treagust, D. F. (2006). Diagnostic assessment in science as a means to improving teaching, learning and retention. Proceedings of The Australian Conference on Science and Mathematics Education.
Vosniadou, S. (2019). The Development of Students’ Understanding of Science. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00032
Zitha, I., Mokganya, M. G., & Manyage, T. (2023). Integration of Blended Learning in the Advent of COVID-19: Online Learning Experiences of the Science Foundation Students. Citation: Zitha, I. https://doi.org/10.3390/educsci13070704
Zynuddin, S. N., & Sumintono, B. (2024). Longitudinal Study Of School Climate Instrument With Secondary School Students: Validity And Reliability Analysis With The Rasch Model. Malaysian Online Journal of Educational Management, 12(4), 24–41. https://doi.org/10.22452/mojem.vol12no4.2
| Keywords | : |
Keywords:
Four-tier Test, Hydrostatic Pressure, Buoyancy, Misconceptions
|
| Galleys | : | |
| Published | : |
2025-06-24
|
| How to Cite | : |
Kamilah, D. S., Aviyanti , L., Samsudin, A., & Suwarna, I. P. (2025). Pengembangan Digi4t-HB: Four-tier Test Digital untuk Identifikasi Miskonsepsi pada Tekanan Hidrostatis dan Gaya Apung. PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP), 3, 92–102. Retrieved from https://ejournal.ummuba.ac.id/index.php/SNKP/article/view/3116
|
| Issue | : |
