Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes:

Brian Ricard Wola; Muslimin   Ibrahim; Tarzan   Purnomo

doi:10.21070/sej.v4i2.878

(1) * Brian Ricard Wola Pascasarjana Universitas Negeri Surabaya
Indonesia
(2) Muslimin Ibrahim Universitas Negeri Suarabaya
Indonesia
(3) Tarzan Purnomo Universitas Negeri Suarabaya
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/sej.v4i2.878

Abstract

The development and use of diagnostic tests in the form of multiple choice four levels in biology learning are still lacking. This study aims to develop a valid and reliable four-tier multiple-choice test instrument to identify the conception profile of high school students on the concept of transport across membranes. The research method is in the form of development research by adapting the Kilic and Saglam models which consist of three stages, namely defining content, obtaining information on student misunderstandings, and developing tests. The research instruments used were validation sheets, test instruments, and interview sheets. Descriptive statistical analysis techniques were used to analyze the data in this study. The results showed that 15 items developed were declared valid and the reliability coefficient of the test was 0.82, including the very reliable category. Thus, it can be concluded that the four-tier multiple-choice test instrument developed has met the validity and reliability requirements to identify the conception profile of high school students about the concept of transport across membranes. The four-tier multiple-choice test developed can be used by high school teachers as an accurate test to identify the conception profile of their students because it can distinguish between students who understand the concept, do not understand the concept, or who experience misconceptions about the concept of transport across membranes.

References

Ainiyah, M., Ibrahim, M., and Hidayat, M. T. (2018). The profile of student misconceptionon the human and plant transport systems. IOP Conf. Series: Journal of Physics: Conf. Series 947, 1–6. DOI: https://doi.org/10.1088/1742-6596/947/1/012064

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik, and others (ed.) (Jakarta: Rineka Cipta).

Arikunto, S. (2015). Dasar-dasar Evaluasi Pendidikan (Jakarta: Bumi Aksara).

Caleon, I. S. and Subramaniam, R. (2010). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education 40, 313–337. DOI: https://doi.org/10.1007/s11165-009-9122-4

Depdiknas (2008). Panduan Penulisan Butir Soal. Jakarta: Departemen Pendidikan Nasional.

Diella, D. and Adriansyah, R. (2020). Pengembangan four-tier diagnostic test konsep ekosistem: validitas dan reliabilitas instrumen. Biodik: Jurnal Ilmiah Pendidikan Biologi 6, 1–11. doi: https://doi.org/10.22437/bio.v6i1.8093. DOI: https://doi.org/10.22437/bio.v6i1.8093

Fariyani et al. (2015). Pengembangan four-tier diagnostic test untuk mengungkap miskonsepsi fisika siswa SMA kelas X. Journal of Innovative Science Education 4, 41–49.

Gurel, D. K., Eryilmaz, A., and 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, 989–1008. doi: 10.12973/eurasia.2015.1369a. DOI: https://doi.org/10.12973/eurasia.2015.1369a

Hartanti et al. (2017). Pengembangan perangkat pembelajaran penemuan terbimbing berbantuan mikroskop sederhana untuk melatihkan keterampilan proses sains dan pemahaman konsep materi sistem organisasi kehidupan pada siswa SMP. Jurnal Penelitian Pendidikan Sains (JPPS) 7, 1397–1408. DOI: https://doi.org/10.26740/jpps.v7n1.p1397-1408

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

Hasyim, W., Suwono, H., and Susilo, H. (2018). Three-tier to identify students’ misconception of human reproduction system. Jurnal Pendidikan Sains 6, 48–54. doi: http://dx.doi.org/10.17977/jps.v6i2.11684.

Hayala, Y., Arifin, A., Satar, S., et al. (2019). Identification of biology student’s misconception in Makassar State University on cell biology by applying twotier MCQS method. IOP Publishing: Journal of Physics: Conference Series 1387 (012004), 1–11. doi: 10.1088/1742-6596/1387/1/012004. DOI: https://doi.org/10.1088/1742-6596/1387/1/012004

Ibrahim, M. (2012). Konsep, Miskonsepsi, dan Cara Pembelajarannya (Surabaya:UNESA University Press).

Kilic, D. and Saglam, N. (2009). Development of a two-tier diagnostic test concerning genetics concepts: the study of validity and reliability. Procedia - Social and Behavioral Sciences 1, 2685–2686. doi: doi:10.1016/j.sbspro.2009.01.474. DOI: https://doi.org/10.1016/j.sbspro.2009.01.474

Kuder, G. F. and Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika 2, 151–160. doi: https://doi.org/10.1007/BF02288391. DOI: https://doi.org/10.1007/BF02288391

Lin, S. (2004). Development and application of a two-tier diagnostic test for high school students’ understanding of flowering plant growth and development. In J Sci Math Educ 2, 175–199. doi: https://doi.org/10.1007/s10763-004-6484-y. DOI: https://doi.org/10.1007/s10763-004-6484-y

Malatyali, E. and Yilmaz, K. (2010). The importance of concepts in the constructivist learning process: An examination of concepts from pedagogical angle. The Journal of International Social Research 3, 320–332.

Negoro, R. A. and Karina, V. (2019). Development of a four-tier diagnostic test for misconception of oscillation and waves. Jurnal Penelitian dan Pengembangan Pendidikan Fisika (JPPPF) 5, 69–76. doi: https://doi.org/10.21009/1.05201. DOI: https://doi.org/10.21009/1.05201

Odom, A. L. and Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching 32, 45–61. doi: 10.1002/tea.3660320106. DOI: https://doi.org/10.1002/tea.3660320106

Pakpahan, T. R., Hernawati, D., Adriansyah, and R (2020). Analisis miskonsepsi peserta didik pada materi sistem saraf menggunakan four-tier diagnostic test. BIOEDUSCIENCE Jurnal Pendidikan Biologi dan Sains 4, 27–36. doi: https: //doi.org/doi:10.29405/j.bes/4127-364844. DOI: https://doi.org/10.29405/j.bes/4127-364844

Riduwan (2012). Skala Pengukuran Variabel-Variabel Penelitian (Bandung: Alfabeta).

Saat, R. M., Fadzil, H. M., Aziz, N. A. A., Haron, K., Rashid, K. A., and Shamsuar, N. R. (2016). Development of an online three-tier diagnostic test to assess preuniversity students? understanding of cellular respiration. Journal of Baltic Science Education 15, 532–546. DOI: https://doi.org/10.33225/jbse/16.15.532

Sesli, E. and Kara, Y. (2012). Development and application of a two-tier multiplechoice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education 46, 1–12. DOI: https://doi.org/10.1080/00219266.2012.688849

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

Surapranata (2004). Analisis, Validitas, Reliabilitas dan Interpretasi Hasil Tes (Bandung: Rosda).

Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., et al. (2019). Cell biology diagnostic test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education. DOI: https://doi.org/10.1080/00219266.2019.1643765

Syarafina, M., Prayitno, Z., and A, T. (2020). Penerapan soal four tier untuk mengidentifikasi miskonsepsi siswa pada materi aktivitas jantung dan pembuluh darah. BIOSFER: Jurnal Biologi dan Pendidikan Biologi 5, 6–13.

Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Universitesi Egitim Fakultesi Dergisi 23, 259–266.

Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education 10, 159–169. doi: 10.1080/0950069880100204. DOI: https://doi.org/10.1080/0950069880100204

Yoanita, P. and Akhlis, I. (2015). Pengembangan e-diagnostic test untuk identifikasi tingkat pemahaman konsep siswa smp pada tema optik dan penglihatan. Unnes Science Education Journal 4, 815–822.

Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes

Pengembangan Four-Tier Multiple-Choice Test Pada Konsep Transpor Melalui Membran

Abstract

References