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TABLE 2.Result of Content Validity Apart from the advantages of multiple-choice tests in general, there are some drawbacks that need attention.Chu ef al., (2010) states certain limitations and drawbacks of multiple-choice questions, such as (1) Students’ guesses contribute to error variance and reduce test reliability. (2) The choices chosen do not provide deep insight into students’ ideas or conceptual understanding, (3) Students are forced to

Table 2 Result of Content Validity Apart from the advantages of multiple-choice tests in general, there are some drawbacks that need attention.Chu ef al., (2010) states certain limitations and drawbacks of multiple-choice questions, such as (1) Students’ guesses contribute to error variance and reduce test reliability. (2) The choices chosen do not provide deep insight into students’ ideas or conceptual understanding, (3) Students are forced to

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Data analysis was used to obtain the empirical validity of diagnostic tests. The empirical information is the different power of the questions, the level of difficulty of the questions, and other things that affect the validity and reliability of the questions. Item validity is sought by correlating item scores with total scores (product-moment coefficients). The reliability test was carried out using the Kuder Richardson formula, which was used for objective shaped instruments with Arikunto’s scales (2002).
Data analysis was used to obtain the empirical validity of diagnostic tests. The empirical information is the different power of the questions, the level of difficulty of the questions, and other things that affect the validity and reliability of the questions. Item validity is sought by correlating item scores with total scores (product-moment coefficients). The reliability test was carried out using the Kuder Richardson formula, which was used for objective shaped instruments with Arikunto’s scales (2002).
The design stage in making the misconception diagnostic test instrument is as follows: 1) Determin the material, 2) Make a grid of diagnostic test questions, 3) Write a four-tier test question consisting « questions, choice of answers, level of confidence in the answers, choice of reasons, and the level « confidence in the reasons as shown in FIGURE 1. FIGURE 1. Four-Tier Test Format
The design stage in making the misconception diagnostic test instrument is as follows: 1) Determin the material, 2) Make a grid of diagnostic test questions, 3) Write a four-tier test question consisting « questions, choice of answers, level of confidence in the answers, choice of reasons, and the level « confidence in the reasons as shown in FIGURE 1. FIGURE 1. Four-Tier Test Format
TABLE 3. Diagnostic Test Results (Empirical)
TABLE 3. Diagnostic Test Results (Empirical)
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