PENGEMBANGAN THREE TIER MULTIPLE CHOICE TEST PADA MATERI KESETIMBANGAN KIMIA MATA KULIAH KIMIA DASAR LANJUT
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Published:
Jun 24, 2020
Keywords:
advanced basic chemistry, chemical equilibrium three tier multiple choice test
Main Article Content
Abstract
This study aims to develop a three tier multiple choice test instrument on chemical equilibrium material to identify misconceptions in students. The development model used by Borg and Gall (1983): (1) research and data collection, (2) planning, (3) developing product drafts, (4) conducting initial field trials, (5) making revisions to initial products; (6) conducting limited field tests, (7) product improvement. This research was conducted with 60 respondents. Validation uses the Aiken method with 5 expert validators. The conclusion is that the three tier multiple choice test instrument developed was declared to be feasible and met the criteria as a good problem with the average aiken validity of 0.87. The instrument was declared feasible in terms of the reliability of the test 0.806 included in the high category, has a distinguishing power of 0.351 so that it was categorized as good. Difficulty level found 20% categorized as easy problems, 71.11% categorized as moderate and 8.89% categorized as difficult. Based on the deception index, it was concluded that the deception mostly worked better than the answer key and the deception value mostly more than 5% was chosen so that it was declared effective. Three Tier Multiple Choice Test instrument seen from the practicality included in good categories with a percentage of 78.28%.
Article Details
How to Cite
Laksono, P. J. (2020). PENGEMBANGAN THREE TIER MULTIPLE CHOICE TEST PADA MATERI KESETIMBANGAN KIMIA MATA KULIAH KIMIA DASAR LANJUT. Orbital: Jurnal Pendidikan Kimia, 4(1), 44-63. https://doi.org/10.19109/ojpk.v4i1.5649
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Articles
How to Cite
Laksono, P. J. (2020). PENGEMBANGAN THREE TIER MULTIPLE CHOICE TEST PADA MATERI KESETIMBANGAN KIMIA MATA KULIAH KIMIA DASAR LANJUT. Orbital: Jurnal Pendidikan Kimia, 4(1), 44-63. https://doi.org/10.19109/ojpk.v4i1.5649
References
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Arikunto, S. (2011). Dasar-dasar Evaluasi Pendidikan. Jakarta: Buku Aksara.
Azwar, S. (2015). Dasar-dasar Psikometri. Yogyakarta: Pustaka Pelajar.
Barke, H.-D., Hazari, A., & Yitbarek, S. (2009). Misconception in Chemistry (Vol. 52). Berlin: Springer.
Bayrak, B. K. (2013). Using Two-Tier Test to Identify Primary Students’ Conceptual Understanding and Alternative Conceptions in Acid Base. Mevlana International Journal of Education. https://doi.org/10.13054/mije.13.21.3.2
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Borg, W.R. & Gall, M.D. (1983). Educational Research, An Introduction, Fourth Edition. New York: Log-man Inc.
Bromberg, Y., Katz, O., & Silberberg, Y. (2009). Ghost imaging with a single detector. Physical Review A - Atomic, Molecular, and Optical Physics. https://doi.org/10.1103/PhysRevA.79.053840
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. https://doi.org/10.1080/09500690902890130
Cetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The Development of A Two-Tier Multiple-Choice Diagnostic Instrument for Evaluating Secondary School Students’ Ability to Describe and Explain Chemical Reactions Using Multiple Levels of Representation. Chemistry Education Research and Practice, 8(3), 293. https://doi.org/10.1039/b7rp90006f
Chang, R. (2004). Kimia Dasar Konsep-Konsep Inti, Jilid 1 edisi 3. Jakarta: Erlangga.
Faika, S., & Side, S. (2011). Analisis Kesulitan Mahasiswa dalam Perkuliahan dan Praktikum Kimia Dasar di Jurusan Kimia FMIPA Universitas Negeri Makassar Analysis. Jurnal Chemica, 12, 18–26.
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
Iriyanti, N. P., Mulyani, S., & Ariani, S. R. D. (2012). Identifikasi Miskonsepsi Pada Materi Pokok Wujud Zat Siswa Kelas VII Smp Negeri 1 Bawang Tahun Ajaran 2009/2010. Jurnal Pendidikan Kimia, 1(1), 8–13.
Kean, E., & Middlecamp, C. (1985). A Survival Manual for General Chemistry (Panduan Belajar Kimia Dasar). Penerjemah: A. Hadyana Pudjaatmaka. Jakarta: Gramedia.
Keenan, C. W., Kleinfelter, D. C., & Wood, J. H. (1992). Ilmu Kimia untuk Universitas. Edisi ke-6, Jilid 2. Jakarta: Erlangga.
Kirbulut, Z. D., & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Laksono, P. J. (2019). Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis. Orbital: Jurnal Pendidikan Kimia, 2(2), 80–92. https://doi.org/10.19109/ojpk.v2i2.2646
Mubarak, S. (2016). Journal of Innovative Science Education Pengembangan Tes Diagnostik Three Tier Multiple Choice. Journal of Innovative Science Education, 5(2), 101–110.
Murni, D. (2013). Identifikasi Miskonsepsi Mahasiswa Pada Konsep Substansi Genetika Menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung, 1(1), 205–212.
Mutammimah, Jumadi, Wilujeng, I., & Kuswanto, H. (2019). Developing Learning Instruments using Tracker in Measuring Students’ Science Process Skills. Journal of Physics: Conference Series, 1233(1), 2–11. https://doi.org/10.1088/1742-6596/1233/1/012053
Nurfainzani, P., Susilaningsih, E., & Jumaeri. (2014). Pengembangan Tes Diagnostik Two-Tier Multiple Choice Untuk Mengidentifikasi Miskonsepsi Siswa Kelas Xi. Chemistry in Education, 3(2252), 1–7. https://doi.org/10.1016/S0378-3812(97)00311-7
Olson, M. H., & Hergenhahn, B. R. (2015). Introduction to theories of learning: Ninth edition. Introduction to Theories of Learning: Ninth Edition.
Pardede, H. (2016). Pengembangan Three Tier Test Sebagai Instrumen Untuk Mengungkap Miskonsepsi Mahasiswa Pada Konsep Optik. JURNAL Suluh Pendidikan FKIP-UHN, 3(2), 148–153.
Peşman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. Journal of Educational Research. https://doi.org/10.1080/00220670903383002
Purwanto, N. (2009). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. PT Remaja Rosdakarya.
Purwanto, N. (2011). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Rosyana, W., Ashadi, A., & Mulyani, S. (2019). Pengembangan Instrumen Penilaian Three-Tier Multiple Choice (Three- Tmc) Untuk Mengukur Keterampilan Berpikir Kritis Siswa Pada Materi Kimia Larutan Penyangga Kelas XI SMA. INKUIRI: Jurnal Pendidikan IPA, 8(1), 48–58. https://doi.org/10.20961/inkuiri.v8i1.31814
S, A. C., & Sanjaya, I. G. M. (2015). he Development Of Three Tier Diagnostic Test To Identify Student Misconception In Chemical Bonding On 10Th Grader. UNESA Journal of Chemical Education, 4(3), 456–465.
Siswaningsih, W. (2014). Pengembangan Tes Diagnostik Two-Tier Untuk Mengidentifikasi Miskonsepsi Pada Materi Kimia Siswa Sma. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(1), 117. https://doi.org/10.18269/jpmipa.v19i1.487
Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Sukiman. (2012). Pengembangan Sistem Evaluasi. Yogyakarta: Insan Mandiri.
Susilaningsih, E., Kasmui, & Harjito. (2016). Desain Instrumen Tes Diagnostik Pendeteksi Miskonsepsi Untuk Analisis Pemahaman Konsep Kimia Mahasiswa Calon Guru. Unnes Science Education Journal, 5(3), 1432–1437. https://doi.org/10.15294/usej.v5i3.13184
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.
Wafiyah, N. (2012). Identifikasi Miskonsepsi Siswa Dan Faktor- Faktor Penyebab Pada Materi Permutasi Dan Kombinasi Di SMA Negeri 1 Manyar. Gamatika, 2(2).
Yezierski, E. J., & Birk, J. P. (2006). Misconceptions about the particulate nature of matter. Using animations to close the gender gap. Journal of Chemical Education. https://doi.org/10.1021/ed083p954
Arifin, Z. (2012). Evaluasi Pembelajaran. Bandung: Remaja Rosdakarya. https://doi.org/979-692-956-2
Arikunto, S. (2007). Prosedur Penelitian (edisi revisi). Jakarta: Rineka Cipta.
Arikunto, S. (2011). Dasar-dasar Evaluasi Pendidikan. Jakarta: Buku Aksara.
Azwar, S. (2015). Dasar-dasar Psikometri. Yogyakarta: Pustaka Pelajar.
Barke, H.-D., Hazari, A., & Yitbarek, S. (2009). Misconception in Chemistry (Vol. 52). Berlin: Springer.
Bayrak, B. K. (2013). Using Two-Tier Test to Identify Primary Students’ Conceptual Understanding and Alternative Conceptions in Acid Base. Mevlana International Journal of Education. https://doi.org/10.13054/mije.13.21.3.2
Bergquist, W., & Heikkinen, H. (1990). Student ideas regarding chemical equilibrium: What written test answers do not reveal. Journal of Chemical Education, 67(12), 1000. https://doi.org/10.1021/ed067p1000
Borg, W.R. & Gall, M.D. (1983). Educational Research, An Introduction, Fourth Edition. New York: Log-man Inc.
Bromberg, Y., Katz, O., & Silberberg, Y. (2009). Ghost imaging with a single detector. Physical Review A - Atomic, Molecular, and Optical Physics. https://doi.org/10.1103/PhysRevA.79.053840
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. https://doi.org/10.1080/09500690902890130
Cetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147
Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The Development of A Two-Tier Multiple-Choice Diagnostic Instrument for Evaluating Secondary School Students’ Ability to Describe and Explain Chemical Reactions Using Multiple Levels of Representation. Chemistry Education Research and Practice, 8(3), 293. https://doi.org/10.1039/b7rp90006f
Chang, R. (2004). Kimia Dasar Konsep-Konsep Inti, Jilid 1 edisi 3. Jakarta: Erlangga.
Faika, S., & Side, S. (2011). Analisis Kesulitan Mahasiswa dalam Perkuliahan dan Praktikum Kimia Dasar di Jurusan Kimia FMIPA Universitas Negeri Makassar Analysis. Jurnal Chemica, 12, 18–26.
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
Iriyanti, N. P., Mulyani, S., & Ariani, S. R. D. (2012). Identifikasi Miskonsepsi Pada Materi Pokok Wujud Zat Siswa Kelas VII Smp Negeri 1 Bawang Tahun Ajaran 2009/2010. Jurnal Pendidikan Kimia, 1(1), 8–13.
Kean, E., & Middlecamp, C. (1985). A Survival Manual for General Chemistry (Panduan Belajar Kimia Dasar). Penerjemah: A. Hadyana Pudjaatmaka. Jakarta: Gramedia.
Keenan, C. W., Kleinfelter, D. C., & Wood, J. H. (1992). Ilmu Kimia untuk Universitas. Edisi ke-6, Jilid 2. Jakarta: Erlangga.
Kirbulut, Z. D., & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Laksono, P. J. (2019). Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis. Orbital: Jurnal Pendidikan Kimia, 2(2), 80–92. https://doi.org/10.19109/ojpk.v2i2.2646
Mubarak, S. (2016). Journal of Innovative Science Education Pengembangan Tes Diagnostik Three Tier Multiple Choice. Journal of Innovative Science Education, 5(2), 101–110.
Murni, D. (2013). Identifikasi Miskonsepsi Mahasiswa Pada Konsep Substansi Genetika Menggunakan Certainty of Response Index (CRI). Prosiding Semirata FMIPA Universitas Lampung, 1(1), 205–212.
Mutammimah, Jumadi, Wilujeng, I., & Kuswanto, H. (2019). Developing Learning Instruments using Tracker in Measuring Students’ Science Process Skills. Journal of Physics: Conference Series, 1233(1), 2–11. https://doi.org/10.1088/1742-6596/1233/1/012053
Nurfainzani, P., Susilaningsih, E., & Jumaeri. (2014). Pengembangan Tes Diagnostik Two-Tier Multiple Choice Untuk Mengidentifikasi Miskonsepsi Siswa Kelas Xi. Chemistry in Education, 3(2252), 1–7. https://doi.org/10.1016/S0378-3812(97)00311-7
Olson, M. H., & Hergenhahn, B. R. (2015). Introduction to theories of learning: Ninth edition. Introduction to Theories of Learning: Ninth Edition.
Pardede, H. (2016). Pengembangan Three Tier Test Sebagai Instrumen Untuk Mengungkap Miskonsepsi Mahasiswa Pada Konsep Optik. JURNAL Suluh Pendidikan FKIP-UHN, 3(2), 148–153.
Peşman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. Journal of Educational Research. https://doi.org/10.1080/00220670903383002
Purwanto, N. (2009). Prinsip-prinsip dan Teknik Evaluasi Pengajaran. PT Remaja Rosdakarya.
Purwanto, N. (2011). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.
Rosyana, W., Ashadi, A., & Mulyani, S. (2019). Pengembangan Instrumen Penilaian Three-Tier Multiple Choice (Three- Tmc) Untuk Mengukur Keterampilan Berpikir Kritis Siswa Pada Materi Kimia Larutan Penyangga Kelas XI SMA. INKUIRI: Jurnal Pendidikan IPA, 8(1), 48–58. https://doi.org/10.20961/inkuiri.v8i1.31814
S, A. C., & Sanjaya, I. G. M. (2015). he Development Of Three Tier Diagnostic Test To Identify Student Misconception In Chemical Bonding On 10Th Grader. UNESA Journal of Chemical Education, 4(3), 456–465.
Siswaningsih, W. (2014). Pengembangan Tes Diagnostik Two-Tier Untuk Mengidentifikasi Miskonsepsi Pada Materi Kimia Siswa Sma. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(1), 117. https://doi.org/10.18269/jpmipa.v19i1.487
Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosdakarya.
Sukiman. (2012). Pengembangan Sistem Evaluasi. Yogyakarta: Insan Mandiri.
Susilaningsih, E., Kasmui, & Harjito. (2016). Desain Instrumen Tes Diagnostik Pendeteksi Miskonsepsi Untuk Analisis Pemahaman Konsep Kimia Mahasiswa Calon Guru. Unnes Science Education Journal, 5(3), 1432–1437. https://doi.org/10.15294/usej.v5i3.13184
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.
Wafiyah, N. (2012). Identifikasi Miskonsepsi Siswa Dan Faktor- Faktor Penyebab Pada Materi Permutasi Dan Kombinasi Di SMA Negeri 1 Manyar. Gamatika, 2(2).
Yezierski, E. J., & Birk, J. P. (2006). Misconceptions about the particulate nature of matter. Using animations to close the gender gap. Journal of Chemical Education. https://doi.org/10.1021/ed083p954