Email this article Three-tier Test to Identify Students’ Misconception of Human Reproduction System
Abstract
Abstract: The purpose of this research was to develop a three-tier test of the human reproductive system in identifying student misconceptions. The instrument was developed by Treagust model which has three stages of defining content; obtain information; development of diagnostic tests. A total of 100 students were subjected. All question items consist of 15 items have been classified as valid, with result of reliability analysis equal to 0.717, average test of power difference 0.45, all item problem is in range 0.35–0.67 at level of difficulty, construct validity r = 0.531, N = 100, p = 0.000. False negative content validity test is 6.47% and false positive is 9.07%. Based on the analysis result, this instrument is feasible to identify student misconception.
Key Words: human reproduction system, misconception, three-tier test, student
Abstrak: Tujuan penelitian ini untuk mengembangkan instrumen three-tier test sistem reproduksi manusia dalam mengidentifikasi miskonsepsi siswa. Instrumen dikembangkan dengan model Treagust yang memiliki tiga tahapan yaitu mendefinisikan konten; memperoleh informasi; pengembangan tes diagnostik. Sebanyak 100 siswa dijadikan subjek. Seluruh item soal terdiri 15 butir soal tergolong valid, dengan hasil analisis realibilitas sebesar 0.717, rerata uji daya beda 0.45, semua item soal berada pada rentangan 0.35–0.67 pada tingkat kesukaran, validitas konstruknya r = 0.531, N = 100, p = 0.000. Uji validitas konten persentase false negative sebesar 6.47% dan false positive sebesar 9.07%. Berdasarkan hasil analisis maka instrumen layak untuk mengidentifikasi miskonsepsi siswa.
Kata kunci: sistem reproduksi manusia, miskonsepsi, three-tier test, siswa
Keywords
Full Text:
PDFReferences
Badan Pemberdayaan Perempuan dan Keluarga Berencana (BPPKB). (2009). Panduan pengelolaan pusat informasi dan konseling kesehatan reproduksi remaja. Jakarta: BPPKB
Campbell, N. A., Urry, L.A., Cain M.L., Wasserman, S. A., Minorsky, P. V., & Recce, J. B. (2016). Biology, 11thed. New York: Pearson Education.
Depdiknas. (2007). Tes Diagnostik. Jakarta: Dirjen Manajemen Pendidikan Dasar dan Menengah.
Ergul, R., Simsekli, Y., Caliz, S., Ozdilek, Z., Gocmencelebi, S. & Sanli, M. (2011). The Effects of Inquiry-Based Science Teaching on Elementary School Students’ Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Eduction Policy (BJSEP), 5, 48–68.
Eryilmaz, A., & Surmeli. (2002). Effect of conceptual assignment and change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching. 19(10), 1001–1015.
Hidayati, T., Nugroho, S. E., & Sudarmin. (2013). Pengembangan tes diagnostik untuk mengidentifikasi keterampilan proses sains dengan tema energi pada pembelajaran ipa terpadu. Unnes Science Education Journal. 2(2), 311–319
Kalas, P., O’Neil, A., Pollock, C. & Birol, G. (2013). Development of a meiosis concept inventory. CBE Life Sci Educ.,12(4), 655–664.
Kizilcik, H. S., Çelikkanli, N. O., & Gunes, B. (2015). Change of Physics Teacher Candidates’ Misconceptions on Regular Circular Motion by Time. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. 9(1), 205–223
Kurniawan, Y., dan A. Suhandi. (2015). The three tier-test for identification the quantity of students’ misconception on newton’s first laws. Global Illuminators. 2, 313–319
Lin, S. W. (2004). Development and application of a two-tier diagnostic test for high school students’ understanding of flower plant growth and development. International Journal of Science and Mathematics Education, 2, 175–199.
Milenkovic, D. D., Hrin, T. N., Segedinac, M. D., & Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93(9), 1514–1520.
Pesman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208–222.
Repi, R.A. 2004. Profil kemampuan awal dan miskonsepsi ipa biologi siswa sma se-kota Manado. Jurnal Pendidikan Matematika dan Sains, 1(1), 41–47.
Sesli, E. & Kara, Y. (2012). Development and application of a two-tier multiple choice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education, 46(4), 214–225.
Shi, J., Wood, W. B., Martin, J. M., Guild, N. A., Vicens, Q., & Knight, J. K. (2010). Diagnostic assessment for introductory molecular and cell biology. CBE-Life Sciences Education, 9, 453–461.
Stylos, G., Evangelakis, G.A., & Kotsis, K.T. (2008). A case study in a physics department in greece. Themes In Science and Technology Education, 1(2),157–177.
Suparno, P. (2013). Miskonsepsi & perubahan konsep pen-didikan Fisika. Jakarta: Grasindo.
Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 34(2), 164–186.
Tekkaya, C. (2002). Misconception as barrier to understanding biology. Hacettepe Universitesi Egitim Fakultesi Dergisi, 15, 84–93.
Treagust, D. (1988). Development and use of diagnostic tests to evaluate student’s misconceptions in science. International Journal of Science Education, 10(2), 159–169.
Tsui, C. Y. & Treagust, D. (2010). Evaluating secondary students’ scientific reasoning in genetics using a two-tier diagnostic instrument. International Journal of Science Education, 32(8), 1073–1098.
Wuttiprom, S., Sharma, M. D., & Johnston, I. D. (2009). Development and use of a conceptual survei in introductory quantum physics. Internasional Journal of Science Education, 31(5), 631–654.
DOI: http://dx.doi.org/10.17977/jps.v6i2.11684
Jurnal Pendidikan Sains Journal of Science, Mathematics, and Vocational Education Graduate School Of Universitas Negeri Malang
|
