The Validity and Reliability of Five-Tier Conception Diagnostic Test for Vector Concepts

Abstract Misconceptions has commonly found in Physics concepts, including in Vector concepts. For example, students assumed when an object moves at a certain path and returns to the original position using different path, the displacement is not zero. Meanwhile, according to the Vector concept, the object displacement is zero when it moves and returns to the original position. This discrepancy is called misconception. Such misconception needs to be identified. One of them is by multi-tiers conception diagnostic test. This study was aimed to develop a five-tier conception diagnostic test for Vector concepts and determine the validity (both internal and external aspects) and the reliability. Two groups of students were involved in this work: 25 students to collect common reasons (three-tier questions) and 65 students to calculate the validity and reliability scores. The internal validity was justified by two pointed lecturers at Physics Dept. UNESA. The external validity contains content and construct aspects. The content aspect was determined based on false positive (FP) and false negative (FN) scores, each should be <10%. The construct aspect was calculated by the Pearson’s product-moment correlation. The reliability  was determined using Alpha Cronbach with = 0.244 and 5% significance level. The internal validity score = 95%, the FP and FN scores = 3.5 and 9.0% respectively which means that the developed instrument is valid. The = 0.656 and  = 0.898 which are > rtheoritic. Therefore, the developed instrument is valid and reliable to diagnoses student’s conception on the Vector concepts. Keywords: Vector concepts, five-tier conception diagnostic test, validity, reliability   Abstrak Miskonsepsi, secara umum, banyak ditemukan pada konsep Fisika, termasuk pada konsep-konsep Vektor. Sebagai contoh, peserta didik (PD) menganggap apabila suatu benda bergerak pada lintasan tertentu dan kembali pada posisi semula melalui lintasan lain, maka perpindahan tersebut tidak nol. Sementara menurut konsep Vektor, perpindahan suatu benda dikatakan nol apabila benda tersebut bergerak dan kemudian kembali pada posisi semula. Perbedaan keduanya disebut miskonsepsi. Miskonsepsi seperti itu perlu diidentifikasi. Salah satunya adalah dengan tes diagnostik konsepsi multi-tier. Penelitian ini ditujukan untuk mengembangkan sebuah tes diagnostik konsepsi berformat five-tier untuk konsep Vektor dan menentukan tingkat validitas dan reliabilitasnya. Dua kelompok PD dilibatkan dalam pekerjaan ini, yaitu 25 PD untuk menjaring alasan yang umum dikemukakan oleh siswa (pertanyaan three-tier) dan 65 PD untuk menghitung skor validitas (baik aspek internal maupun eksternal) dan reliabilitas tes tersebut. Validitas internal diuji oleh dua dosen Jurusan Fisika UNESA yang ditunjuk. Validitas eksternal terdiri dari aspek konten dan konstruk. Aspek konten ditentukan berdasarkan skor false positive (FP) dan false negative (FN), dimana tiap skor tersebut harus <10%. Aspek konstruk dihitung dengan persamaan korelasi Pearson Product Moment . Reliabilitas  ditentukan menggunakan Alpha Cronbach dengan = 0.244 dan taraf signifikasi 5%. Skor validitas internal = 95%, skor FP dan FN masing-masing = 3.5 dan 9.0% yang berarti bahwa instrumen yang telah dikembangkan ini valid. Nilai = 0.656  dan = 0.898 yang nilainya > rteori. Karena itu, instrumen ini valid dan reliabel untuk dipergunakan untuk mendiagnosis konsepsi PD pada konsep-konsep Vektor. Kata kunci: Konsep-konsep Vektor, five-tier diagnostic test, validitas, reliabilitas &nbsp

Development of Lectora Inspire to Identify Students’ Conception Level on Vector

The COVID-19 pandemic caused direct learning to be restricted. Due to the lack of interaction, the potential learning losses, such as mastery of concepts, become very large. Therefore, a diagnostic test is carried out so teachers know students' conception. Recently, a four-level diagnostic test was assessed effectively to reveal conceptions based on their answers, level of confidence in answering, giving a reason, and level of confidence in choosing reasons. However, implementing the diagnostic test was constrained directly, so the media needed to accommodate them. The purpose was to develop lectora inspire to identify the level of conception in vector. The ADDIE method is used. Quantitatively, the validity is calculated as a percentage and analyzed using a Likert scale. While qualitatively, suggestions for improvement are given by experts to be followed up. Additionally, a group test was conducted to determine the efficiency and practicality of the media. Based on this research, it is known that Lectora Inspire is declared to be valid, effective, and practical to use

Development of Lectora Inspire to Identify Students’ Conception Level on Vector

The COVID-19 pandemic caused direct learning to be restricted. Due to the lack of interaction, the potential learning losses, such as mastery of concepts, become very large. Therefore, a diagnostic test is carried out so teachers know students' conception. Recently, a four-level diagnostic test was assessed effectively to reveal conceptions based on their answers, level of confidence in answering, giving a reason, and level of confidence in choosing reasons. However, implementing the diagnostic test was constrained directly, so the media needed to accommodate them. The purpose was to develop lectora inspire to identify the level of conception in vector. The ADDIE method is used. Quantitatively, the validity is calculated as a percentage and analyzed using a Likert scale. While qualitatively, suggestions for improvement are given by experts to be followed up. Additionally, a group test was conducted to determine the efficiency and practicality of the media. Based on this research, it is known that Lectora Inspire is declared to be valid, effective, and practical to use