PENGEMBANGAN FIVE TIER DIAGNOSTIC TEST UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA SMA KELAS XI PADA KONSEP SEL

Oky Rizkiana Silaban, - and Kusnadi, - and Ana Ratna Wulan, - (2025) PENGEMBANGAN FIVE TIER DIAGNOSTIC TEST UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA SMA KELAS XI PADA KONSEP SEL. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Konsep sel merupakan konsep penting dalam memahami struktur dan proses biologis, serta dasar untuk memahami konsep lain dalam biologi. Meskipun demikian, masih ditemukan miskonsepsi siswa pada konsep sel. Penelitian ini bertujuan dalam mengembangkan five tier diagnostic test untuk mengidentifikasi miskonsepsi siswa SMA kelas XI pada konsep sel. Metode penelitian yang digunakan adalah metode campuran dengan desain eksploratori berurutan (Exploratory Sequential Design), yaitu kombinasi metode kualitatif dan kuantitatif yang dilakukan secara berurutan. Tahapan dalam metode campuran eksploratori berurutan (Exoploratory Sequential) diawali dengan pengumpulan data kualitatif untuk mengeksplorasi miskonsepsi siswa. Hasil eksplorasi tersebut digunakan sebagai dasar pengembangan instrumen five tier diagnostic test. Selanjutnya, dilakukan pengumpulan data kuantitatif untuk menjelaskan karakteristik instrumen five tier diagnostic test yang dikembangkan dan proses implementasi soal. Analisis data uji coba soal dilakukan menggunakan model Rasch untuk menganalisis validitas, reliabilitas, tingkat kesukaran dan daya beda butir soal. Berdasarkan hasil analisis model Rasch terhadap 36 soal yang diuji coba, diperoleh bahwa sebagian besar soal dinyatakan valid (86%), dan sebagian tidak valid (14%). Instrumen menunjukkan tingkat reliabilitas yang sangat tinggi, dengan nilai koefisien Alpha Cronbach sebesar 0,95. Hasil analisis tingkat kesukaran menunjukkan bahwa soal tergolong sangat sukar, sukar, moderat, mudah dan sangat mudah. Selain itu, hasil analisis daya beda menunjukkan bahwa butir soal memiliki daya beda yang baik, ditandai dengan nilai Model S.E kurang dari 0,18, sehingga diperoleh sebanyak 21 butir soal dinyatakan layak untuk diimplementasikan. Berdasarkan hasil implementasi diperoleh bahwa five tier diagnostic test yang dikembangkan terbukti mampu mengidentifikasi miskonsepsi siswa. Hal ini ditunjukkan dengan persentase miskonsepsi tertinggi siswa berada pada sub-konsep transpor membran sebesar 33.5% dengan kategori moderat. Persentase tertinggi berada pada kategori Lack of Knowledge sebesar 42,86% termasuk dalam kategori moderat, sementara kategori lainnya seperti Misconception, No Understanding of Conception, Almost Scientific Conception, Scientific Conception, dan Un Code berada pada kategori rendah. Artinya, kurang dari setengah jumlah siswa berada dalam kategori Lack of Knowledge, dan hanya sebagian kecil siswa menunjukkan paham konsep ilmiah (Scientific Conception). Berdasarkan temuan ini, pengembangan five tier diagnostic test direkomendasikan dalam bentuk tes terbuka untuk menghindari kemungkinan siswa menebak jawaban pada tingkat satu dan tiga. The cell concept is fundamental for understanding biological structures and processes, and serves as a foundation for comprehending other concepts in biology. However, misconceptions among students regarding the cell concept are still commonly found. This study aims to develop a five-tier diagnostic test to identify misconceptions among 11th-grade high school students on the topic of cells. The research employed a mixed-method approach using an Exploratory Sequential Design, which combines qualitative and quantitative methods conducted in sequence. The first stage involved collecting qualitative data to explore students' misconceptions. These findings were then used as the basis for developing the five-tier diagnostic test instrument. Subsequently, quantitative data were collected to examine the characteristics of the developed instrument and its implementation process. Item analysis was carried out using the Rasch model to evaluate the validity, reliability, item difficulty, and item discrimination. Based on the Rasch model analysis of the 36 items tested, it was found that the majority of items were valid (86%), while some were invalid (14%). The instrument demonstrated a very high level of reliability, with a Cronbach's Alpha coefficient of 0.95. The item difficulty analysis showed that the questions ranged from very difficult, difficult, moderate, easy, to very easy. In addition, the item discrimination analysis showed that the items had good discrimination, indicated by a Model S.E. (Standard Error) value of less than 0.18, resulting in 21 items being deemed suitable for implementation. Based on the implementation results, the developed five-tier diagnostic test proved effective in identifying students' misconceptions. This was evidenced by the highest percentage of misconceptions occurring in the membrane transport sub-concept, at 33.5%, categorized as moderate. The highest percentage was found in the Lack of Knowledge category, at 42.86%, also in the moderate category. Other categories such as Misconception, No Understanding of the Concept, Almost Scientific Conception, Scientific Conception, and Uncoded were in the low category. This means that fewer than half of the students were in the Lack of Knowledge category, and only a small portion of students demonstrated a scientific understanding of the concept. Based on these findings, it is recommended that the five-tier diagnostic test be developed in the form of an open-ended test to reduce the likelihood of students guessing answers in tiers one and three.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.co.id/citations?user=RWvRFWUAAAAJ&hl=en ID SINTA Dosen Pembimbing Kusnadi: 6002975 Ana Ratna Wulan: 5995001
Uncontrolled Keywords:	konsep sel; miskonsepsi; five tier diagnostic test; model Rasch cell concept; misconception; five tier diagnostic test; Rasch model
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Biologi S-2
Depositing User:	Oky Rizkiana Silaban
Date Deposited:	02 Sep 2025 02:51
Last Modified:	02 Sep 2025 02:51
URI:	http://repository.upi.edu/id/eprint/137051

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