Development of a Four-Tier Test with a Metacognitive Perspective Approach on the Topic of Newton's Laws
Abstract
This research aimed to develop a learning evaluation instrument on Newton's Law Materials using a four-tier test with a metacognitive perspective to identify students' thinking abilities from metacognition and students' misconceptions. The research employed the R&D (Research and Development) design with a 4-D development model (define, design, develop, and disseminate). The instrument was constructed by developing twelve questions. There were ten valid and reliable questions with good quality parameters (difficulty level and differentiating power). The researchers analyzed the four-tier test instrument with a metacognitive perspective approach using item difficulty level analysis, item discriminatory analysis, test reliability analysis, and expert validity testing. This research involved 30 participants in the small-scale test and 250 participants in the large-scale trial. The test results showed that the ten questions could identify students' thinking abilities from the perspective of metacognition and misconceptions on Newton's Law material. The findings of the large-scale test showed that students' thinking skills were mapped into high, medium, and low categories. Students' misconceptions were also mapped on each indicator of the questions compiled. Based on the mapping result, the highest students' misconceptions were found in the aspect of the metacognitive experience, with an average of 76 percent of students experiencing misconceptions.
Keywords
Full Text:
PDFReferences
Adadan, E., & Savasci, F. (2012). An analysis of 16–17-year-old students’ understanding of solution chemistry concepts using a two-tier diagnostic instrument. International Journal of Science Education, 34(4), 513–544. https://doi.org/10.1080/09500693.2011.636084
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020). Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research. Metacognition and Learning, 15(2), 155–213. https://doi.org/10.1007/s11409-020-09222-y
Diandita, E. R., Johar, R., & Abidin, T. F. (2017). Kemampuan komunikasi matematis dan metakognitif siswa SMP pada materi lingkaran berdasarkan gender. Jurnal Pendidikan Matematika, 11(2), 79–97.
Fariyani, Q., Rusilowati, A., & Sugianto. (2016). Pengembangan four-tier diagnostic test untuk mengungkap miskonsepsi fisika siswa sma kelas x. Journal of Innovative Science Education, 4(2), 152–162.
Gurel, D. K., Eryilmaz, A., & McDermott, L. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education, 35, 1–23. https://doi.org/10.1080/02635143.2017.1310094
Handel, M., Artelt, C., & Weinert, S. (2013). Assessing metacognitive knowledge: Development and evaluation of a test instrument. Journal of Educational Research Online, 5(2), 162–188.
Hidayat, R., Zulnaidi, H., & Zamri, S. N. A. S. (2018). Roles of metacognition and achievement goals in mathematical modeling competency: A structural equation modeling analysis. Plos One, 13(11), 1–11. https://doi.org/10.1371/journal.pone.0206211
Hidayat, Z., Ratnawulan, & Gusnedi. (2019). Analysis of learning media in developing science textbooks with theme energy in life using integrated model for integrated 21st century learning. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012070
Jaleel, S., & Premachandran. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165–172. https://doi.org/10.13189/ujer.2016.040121
Kaniawati, I. (2017). Pengaruh simulasi komputer terhadap peningkatan penguasaan konsep impuls-momentum siswa SMA. Jurnal Pembelajaran Sains, 1(1), 27–34.
Labra, C. B., Gras-Martí, A., & Torregrosa, J. M. (2012). Effects of a problem-based structure of physics contents on conceptual learning and the ability to solve problems. International Journal of Science Education, 34(8), 1235–1253. https://doi.org/10.1080/09500693.2011.619210
Liu, O. L., Lee, H. S., & Linn, M. C. (2011). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16(3), 164–184. https://doi.org/10.1080/10627197.2011.611702
Livingston, J. A. (2003). Metacognition : An Overview.
Mappalotteng, A. M., Nur, H., & Kanan, F. (2015). The development of programmable logic controller tutorial in the form of industrial-based learning material in vocational high schools. International Journal of Engineering and Sciece, 5(5), 49–58.
McClary, L. M., & Bretz, S. L. (2012). Development and assessment of a diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. International Journal of Science Education, 34(15), 2317–2341. https://doi.org/10.1080/09500693.2012.684433
Milenkovic, D. D., Hrin, T. N., Segendinac, M. D., & Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. https://doi.org/10.1021/acs.jchemed.6b00261
Ogundeji, O. M., Madu, B. C., Onuya, C. C., & State, E. (2020). Scientific explanation of phenomenon, imagination and concept formation as correlates of students’ understanding of physics concepts. Journal of Natural Sciences Research, 10(3), 10–19. https://doi.org/10.7176/jnsr/11-16-03
Permatasari, A. K., Istiyono, E., & Kuswanto, H. (2019). Developing assessment instrument to measure physics problem solving skills for mirror topic. International Journal of Educational Research Review, 4(3), 358–366. https://doi.org/10.24331/ijere.573872
Plessis, A. Du. (2015). Rethinking traditional science teaching through infusing ICT learning embedded by a ‘learning-as-design’ approach. Journal of Baltic Science Education, 14(1), Continuous.
Putranta, H., & Supahar. (2019). Development of physics-tier tests (PysTT) to measure students’ conceptual understanding and creative thinking skills: a qualitative synthesis. Journal for the Education of Gifted Young Scientists, 7(3), 747–775. https://doi.org/10.17478/jegys.587203
Quaigrain, K., & Arhin, A. K. (2017). Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation. Cogent Education, 4(1), 1–11. https://doi.org/10.1080/2331186X.2017.1301013
Rahman, M. M. (2019). 21st century skill “problem solving”: Defining the concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917
Saputro, A. D., Irwanto, Sri Atun, & Wilujeng, I. (2019). The impact of problem solving instruction on academic achievement and science process skills among prospective elementary teachers. Elementary Education Online, 18(2), 496–507. https://doi.org/10.17051/ilkonline.2019.561896
Sudijono, A. (2012). Evaluasi Pendidikan (p. 67). Raja Grafindo Persada.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. ERIC. https://doi.org/10.1016/0022-4405(76)90066-2
Usmeldi. (2016). The development of research-based physics learning model with scientific approach to develop students’ scientific processing skill. Jurnal Pendidikan IPA Indonesia, 5(1), 134–139. https://doi.org/10.15294/jpii.v5i1.5802
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14(1), 89–109. https://doi.org/10.1016/j.learninstruc.2003.10.004
Vukić, Đ., Martinčić-Ipšić, S., & Meštrović, A. (2020). Structural analysis of factual, conceptual, procedural, and metacognitive knowledge in a multidimensional knowledge network. Complexity, 2020(2), 1–17. https://doi.org/10.1155/2020/9407162
Yusnaeni, A., & Corebima, A. duran. (2017). Empowering students ’metacognitive skills on sscs learning model integrated with metacognitive strategy. The International Journal of Social Sciences and Humanities Invention, 4(7), 3476–3481. https://doi.org/10.18535/ijsshi/v4i5.03
Zakiah, N. E. (2017). Pembelajaran dengan pendekatan kontekstual berbasis gaya kognitif untuk meningkatkan kemampuan metakognitif siswa. Pedagogy: Jurnal Pendidikan Matematika, 2(2), 11–29. https://doi.org/10.25157/teorema.v2i1.704
Zohar, A., & Dori, Y. J. (2009). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of The Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202
DOI: http://dx.doi.org/10.24042/tadris.v7i1.9615
Refbacks
- There are currently no refbacks.
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2301-7562 | e-ISSN 2579-7964
