This is an outdated version published on 2020-03-01. Read the most recent version.

Pengembangan Four-tier Diagnostic Test Konsep Ekosistem: Validitas dan Reliabilitas instrumen

Four-tier Diagnostic Test Instrument for Ecosystem Concept : Validity and Reliability

DOI:

https://doi.org/10.22437/bio.v6i1.8093

Keywords:

four-tier tes diagnostik, miskonsepsi, ekosistem

Abstract

One of the objectives of assessment is to diagnose students’ understanding that can be done using diagnostic test instrument. This study aims to develop , to determine validity and reliability of diagnostic test instrument, and to reveal pre-service teachers’ misconceptions in ecosystem concept. The instrument constructed  as four-tier diagnostic test form which is consist of multiple choices questions , certainty response index, choices of reason, and certainty response index for reason. The method used Reseach and Development with 4D design : Define, Design, Development, and Disseminate. The product used to gather information about misconception in ecosystem concept among pre-service biology students. Result shows four-tier diagnostic test instrument has validity score 0.58 , it means moderate category. The reliability score for this instrument is 0.73 , high category. Some misconceptions found relate to ecosystem components, energy flow, and interaction among ecosystem components.

Keywords: Four-tier Diagnostic test, Misconception, Ecosystem

 

Abstrak : Salah satu tujuan ari asesmen adalah untuk mendiagnosis pemahaman peserta didik yang dapat dilakukan dengan menggunakan instrumen tes diagnostik. Penelitian ini bertujuan untuk mengembangkan intrumen tes diagnostik pada konsep ekosistem, menentukan validitas dan reliabilitas intrumen tersebut, dan mengungkap miskonsepsi calon guru biologi pada konsep ekosistem. Instrumen yang dikembangkan berupa four-tier diagnostic test yang terdiri atas soal pilihan ganda, tingkat keyakinan jawaban pilihan ganda, pilihan alasan dari jawaban yang dipilih, dan tingkat keyakinan pemilihan alasan. Penelitian ini menggunakan metode Reseach and Development dengan desain 4D : Define, Design, Development, and Disseminate. Instrumen tersebut digunakan untuk mengungkap miskonsepsi pada konsep ekosistem. Instrumen yang dikembangkan memiliki validitas sebesar 0.58 yang berarti ada dalam kategori cukup dan reliabilitias sebesar 0.73 yang berarti berkategori tinggi. Temuan lain dari penelitian ini yakni adanya miskonsepsi pada konsep ekosistem terutama pada sub konsep komponen ekosistem, aliran energi, dan interaksi antar komponen ekosistem.

Kata Kunci : four-tier tes diagnostik, miskonsepsi, ekosistem

Downloads

Download data is not yet available.

References

Allen, M. (2010). Misconceptions in Primary Sciece (McGraw-Hill (ed.)).
Arif Widiyatmoko, &. (2018). Literature Review of Factors Contributing to Students’ Misconceptions in Light and Optical Instruments. International Journal of Environmental and Science Education, 13(1), 853–863.
Arikunto, S. (2013). Dasar -dasar Evaluasi pendidikan (Edisi 2). Bumi Aksara.
Caleon, I. S., & 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(3), 313–337. https://doi.org/10.1007/s11165-009-9122-4
Crehan, L. (2016). Cleverlands: The Secrets Behind the Success of the World’s Education Superpowers. Unbound.
Farida, I. (2017). Evaluasi Pembelajaran Berdasarkan Kurikulum Nasional. Rosda.
Fariyani, Q., Rusilowati, A., & Sugianto. (2015). Pengembangan Four-Tier Diagnostic Test Untuk Mengungkap Miskonsepsi Fisika Siswa Sma Kelas X. Journal of Innovative Science Education, 4(2), 41–49.
Gul, S., & Sozbilir, M. (2016). International trends in biology education research from 1997 to 2014: A content analysis of papers in selected journals. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1631–1651. https://doi.org/10.12973/eurasia.2015.1363a
Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
Kaltakci, D. (2012). DEVELOPMENT AND APPLICATION OF A FOUR-TIER TEST TO ASSESS PRE-SERVICE PHYSICS TEACHERS‟ MISCONCEPTIONS ABOUT GEOMETRICAL OPTICS. THE GRADUATE SCHOOL OF NATURAL AND APPLIED SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY.
Kumano, Y. (2001). Authentic Assessment and Portfolio Assessment-Its Theory and Practice. Shizuoka University.
Popham, J. W. (2018). Classroom Assessment : What Teachers Need to Know. Pearson.
Sadikin, A., Saudagar, F., & Muslim, F. (2018). Development of the Biology Textbook of Process Evaluation and Learning Outcome for Students in Biology Education, University of Jambi. BIODIK, 4(2), 83–94. https://doi.org/https://doi.org/10.22437/bio.v4i2.6120
Sivasailam Thiagarajan, Dorothy S. Semmel, dan M. I. S. (1974). Instructional Development for Training Teachers of Expectional Children. Leadership Training Institute/Special Education, University of Minnesota.
Stamp, N., Armstrong, M., & Biger, J. (2006). Ecological Misconceptions, Survey III: the Challenge of Identifying Sophisticated Understanding. Bulletin of the Ecological Society of America, 87(2), 168–175. https://doi.org/10.1890/0012-9623(2006)87[168:emsitc]2.0.co;2
Stiggins, R. J. (1996). Student-Centered Classroom Assessment Second Edition (2nd ed.). Merrill Pub Co.
Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif, dan RND. Alfabeta.

Downloads

Published

2020-03-01

Versions

How to Cite

Pengembangan Four-tier Diagnostic Test Konsep Ekosistem: Validitas dan Reliabilitas instrumen: Four-tier Diagnostic Test Instrument for Ecosystem Concept : Validity and Reliability. (2020). BIODIK, 6(1), 1-11. https://doi.org/10.22437/bio.v6i1.8093

Issue

Vol. 6 No. 1 (2020): March 2020

Section

Articles

License

Copyright Notice

Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:

  1. For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).