Pengembangan Instrumen Tes Diagnostik Four-tier untuk Mengidentifikasi Model Mental Peserta Didik pada Materi Larutan Penyangga
Abstract
Tes diagnostik model mental dapat menggali dan mengidentifikasi model mental peserta didik. Tes diagnostik model mental bertujuan dalam mengukur kemampuan peserta didik untuk menjelaskan data, memprediksi dan menjelaskan fenomena kimia secara makroskopik dengan melibatkan penalaran pada level submikroskopik menggunakan bahasa simbolik kimia, maka pemberian tes diagnostik model mental diharapkan dapat mengukur pemahaman peserta didik mengenai konsep kimia. Tujuan dari penelitian ini adalah untuk mengembangkan instrument Test Diagnostic Four-tier yang baik untuk mengidentifikasi model mental peserta didik pada materi larutan penyangga yang memenuhi kriteria yang baik dari segi validitas, reliabilitas, indeks kesukaran, dan daya beda soal. Penelitian ini merupakan penelitian pengembangan atau Research and Development (R&D). Langkah pengembangan Test Diagnostic Four-tier pada materi larutan penyangga ini bersumber pada penelitian pengembangan tes diagnostik yang telah dilakukan oleh Treagust (1988). Berdasarkan hasil analisis validitas konstruk dan konten didapatkan bahwa nilai rata-rata validitas (V) sebesar 0,844 dengan kategori valid. Hasil analisis reliabilitas pada first-tier dan third-tier didapatkan sebesar 0,88 dan 0,89 dengan kategori sangat tinggi. Berdasarkan hasil analisis indeks kesukaran dan daya beda soal juga, instrument tes diagnostik four-tier ini sudah memenuhi kriteria yang baik dan layak digunakan.References
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Arikunto, S. (2016). Dasar-dasar Evaluasi Pendidikan. Bumi Aksara.
Aulia, R. (2023). Pengembangan Instrumen Four Tier Multiple Choice Test untuk Mengidentifikasi Miskonsepsi Siswa Pada Materi Asam Basa [Universitas Jambi]. https://repository.unja.ac.id/id/eprint/51653
Brady, J. E., Hyslop, A., & Jespersen, N. D. (2012). Chemistry. Wiley. https://books.google.co.id/books?id=wcRHbwAACAAJ
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), 293–307. https://doi.org/10.1039/B7RP90006F
Chittleborough, G. D. (2004). The Role of Teaching Models and Chemical Representations in Developing Students ’ Mental Models of Chemical Phenomena. Curtin University of Technology, May, 1–494.
COLL, R. K., & TAYLOR, N. (2002). Mental Models in Chemistry: Senior Chemistry Students’ Mental Models of Chemical Bonding. Chem. Educ. Res. Pract., 3(2), 175–184. https://doi.org/10.1039/b2rp90014a
Genes, A. J., Lukum, A., & Laliyo, L. A. R. (2021). Identifikasi Kesulitan Pemahaman Konsep Larutan Penyangga Siswa Di Gorontalo. Jambura Journal of Educational Chemistry, 3(2), 61–65. https://doi.org/10.34312/jjec.v3i2.11911
Hidayah, N., Priatmoko, S., Wardani, S., & Nurhayati, S. (2022). Pengembangan Tes Four Tier Multiple Choice ( 4TMC ) untuk Mendeteksi Miskonsepsi Peserta Didik. Chemistry in Education, 11(2), 86–94.
Jansoon, N., Cooll, R. K., & Somsook, E. (2009). Understanding Mental Models of Dilution in Thai Students. International Journal of Environmental & Science Education. International Journal of Environmental and Science Education, 4(2), 147–168.
Kania, V. I., Samsudin, A., Purwanto, Aminudin, A. H., Rasmitadila, Rachmadtullah, R., Jermsittiparsert, K., & Nurtanto, M. (2020). Multitier of greenhouse effect (Moge) instrument development to identify middle school students’ mental model in Thailand with rasch analysis. International Journal of Advanced Science and Technology, 29(7), 3223–3237.
Masrur, M. (2021). Pengembangan Instrumen Diagnostik Four-tier sebagai Alat untuk Mengetahui Tingkat Pemahaman Siswa SMA terhadap Materi Hidrolisis Garam [Universitas Negeri Malang]. http://repository.um.ac.id/id/eprint/194159
Orgill, M. K., & Sutherland, A. (2008). Undergraduate chemistry students’ perceptions of and misconceptions about buffers and buffer problems. Chemistry Education Research and Practice, 9(2), 131–143. https://doi.org/10.1039/b806229n
Sariati, Ni Kadek, Suardana, Nyoman, Wiratini, N. M. (2020). Materi Larutan Penyangga. 4(April 2020), 76–87.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159–169. https://doi.org/10.1080/0950069880100204
Versteeg, M., Wijnen-Meijer, M., & Steendijk, P. (2019). Informing the uninformed: A multitier approach to uncover students’ misconceptions on cardiovascular physiology. Advances in Physiology Education, 43(1), 7–14. https://doi.org/10.1152/advan.00130.2018
Wang, C.-Y. (2007). The role of mental-modeling ability, content knowledge, and mental models in general chemistry students’ understanding about molecular polarity. Disertasi, 70(3-A), 835.
Published
2023-11-02
How to Cite
Halizah, W., & Azra, F. (2023). Pengembangan Instrumen Tes Diagnostik Four-tier untuk Mengidentifikasi Model Mental Peserta Didik pada Materi Larutan Penyangga. Entalpi Pendidikan Kimia, 4(4), 1-11. https://doi.org/10.24036/epk.v4i4.353
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