Diagnostic Test Instrument of Twi-Tier Multiple Choices To Identify Mathematic Concept Understanding

The study aims to produce diagnostic test instrument of two-tier multiple choices to identify the students understanding level of mathematic concept, to examine whether the developed test meets the criteria of good test quality based on its validity, reliability, difficulty level, item discrimination power, and choice effectiveness, and to explain the students‟ concept understanding level identified through the diagnostic test developed. The study used Research and Development as the research method with the Tessmer model which consists of 3 stages, namely: preliminary, self evaluation, and prototyping. The findings showed that there were 47.04% students that were categorized as understanding the concept, there were 12.22% students that got misconception, and there were 40.74% students that did not understand the concept. Based on the whole students‟ mean score, it can be concluded that the students had fair understanding on the concept of the material tested. Based on the understanding indicator of the concept tested, many students did not understand on how to change a representation form to other forms

Diagnostic Test Instrument of Twi-Tier Multiple Choices To Identify Mathematic Concept Understanding

The study aims to produce diagnostic test instrument of two-tier multiple choices to identify the students understanding level of mathematic concept, to examine whether the developed test meets the criteria of good test quality based on its validity, reliability, difficulty level, item discrimination power, and choice effectiveness, and to explain the students' concept understanding level identified through the diagnostic test developed. The study used Research and Development as the research method with the Tessmer model which consists of 3 stages, namely: preliminary, self-evaluation, and prototyping. The findings showed that there were 47.04% students that were categorized as understanding the concept, there were 12.22% students that got misconception, and there were 40.74% students that did not understand the concept. Based on the whole students' mean score, it can be concluded that the students had fair understanding on the concept of the material tested. Based on the understanding indicator of the concept tested, many students did not understand on how to change a representation form to other forms