PENGEMBANGAN INSTRUMEN DIAGNOSTIK BENTUK THREE TIER MULTIPLE CHOICE PADA MATA PELAJARAN MATEMATIKA TINGKAT SD
DOI:
https://doi.org/10.23969/jp.v10i04.39731Keywords:
Diagnostic Assessment, Three-Tier Multiple Choice, Misconceptions, Whole NumbersAbstract
This study aims to develop a Three-Tier Multiple Choice diagnostic instrument on whole number material for fourth-grade elementary school students as an effort to identify and map student misconceptions more accurately. The study uses the Research and Development (R&D) method with the Borg & Gall development model modified into six stages, namely preliminary study, product planning and design, expert validation, small-scale trials, field trials, and product refinement. The research subjects involved fourth-grade elementary school students in small-scale and large-scale trials and teachers as respondents for the practicality of the instrument. The instrument developed consisted of 20 Three-Tier Multiple Choice questions covering three levels, namely answers, reasons, and student confidence levels. Validation results by material, language, and evaluation experts showed that the instrument was in the very valid category with an average validity value of ≥ 0.93. Reliability tests in large-scale trials produced a reliability coefficient of > 0.895, which is included in the high category. The results of the practicality test showed that the instrument was easy to use and understand by both teachers and students. The results of the diagnostic test analysis showed that the instrument was able to identify categories of understanding, not understanding, and misconceptions of students, with the discovery of low, medium, and high misconceptions in several indicators of whole numbers. Thus, the developed Three-Tier Multiple Choice diagnostic instrument was declared valid, reliable, and practical, and effective for use as a teacher tool in identifying misconceptions and designing follow-up mathematics learning in elementary schools.
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