Aninda Suhaila, Ridwan Abdullah Sani, Zul Azhar

ANALISIS TINGKAT MISKONSEPSI SISWA MAN BINJAI PADA MATERI SUHU DAN KALOR MENGGUNAKAN THREE-TIER MULTIPLE CHOICE DIAGNOSTIK TEST

Introduction

Analisis tingkat miskonsepsi siswa man binjai pada materi suhu dan kalor menggunakan three-tier multiple choice diagnostik test. Diagnosis miskonsepsi siswa MAN Binjai pada materi suhu & kalor menggunakan Three-Tier Multiple Choice Diagnostic Test. Ungkap rata-rata 58,2% tingkat miskonsepsi.

Abstract

Development of a Three-Tier Multiple Choice Diagnostic Test to determine the level of misconceptions of SMA/MA students regarding temperature and heat.The use of a three-tier multiple choice diagnostic test instrument can determine the level of student misconceptions. This research and development aims to determine the level of student misconceptions regarding temperature and heat material. This research is R&D research with a 4D development model. This research used 3 validators and 30 research subjects in class XII MIA 2 MAN Binjai. The percentage of students who experienced the most misconceptions was 90% in question 10. The average percentage of students who experienced misconceptions was 58.2%. Based on the results obtained, the three-tier multiple choice diagnostic test instrument developed was effective in determining the level of misconceptions experienced by students regarding temperature and heat material so that the questions could be distributed.

Review

The submitted work, "ANALISIS TINGKAT MISKONSEPSI SISWA MAN BINJAI PADA MATERI SUHU DAN KALOR MENGGUNAKAN THREE-TIER MULTIPLE CHOICE DIAGNOSTIK TEST," presents an endeavor to develop and utilize a three-tier multiple-choice diagnostic test to assess student misconceptions in temperature and heat concepts. Identifying student misconceptions is a critical step in effective science education, as these deeply rooted alternative conceptions can significantly hinder learning. The abstract effectively conveys the study's primary goal: to determine the level of student misconceptions, and asserts the developed instrument's efficacy in achieving this. The finding that a significant percentage of students (average 58.2%, with a peak of 90% on one question) experienced misconceptions underscores the pervasive nature of these learning challenges in the specific context studied. A significant strength of this research lies in its adoption of the three-tier multiple-choice diagnostic test format. This methodology is particularly robust as it goes beyond simple multiple-choice by requiring not only the correct answer but also a justification for that answer, followed by a confidence rating. This layered approach helps to differentiate between true misconceptions, lucky guesses, and a lack of knowledge, thereby providing a more accurate assessment. The mention of an R&D framework using a 4D development model and validation by three experts suggests a structured and systematic approach to instrument development, lending credibility to the diagnostic tool itself. The concrete percentages reported (e.g., 90% misconception on a specific question, 58.2% average) offer tangible data points indicating the prevalence of these issues among the test subjects. While the study successfully demonstrates the effectiveness of its diagnostic tool and identifies the *level* of misconceptions, there are areas for further elaboration and improvement. The sample size of 30 students from a single school (MAN Binjai) is relatively small, which limits the generalizability of the findings beyond this specific context. More importantly, the abstract states that the instrument was effective in "determining the level of misconceptions," but it doesn't elaborate on the *nature* or *types* of these misconceptions. Understanding *what* specific alternative conceptions students hold regarding temperature and heat is crucial for educators to design targeted remedial interventions. Future work would significantly benefit from a detailed analysis of the common misconceptions revealed by the test, along with recommendations for pedagogical strategies to address them. This would transform the diagnostic utility of the instrument into actionable insights for improving student learning outcomes.

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