The Relationship Between the Use of Android-Based Five-Tier Multiple Choice Test Diagnostic Instrument in Identifying Misconception with Students' Self-Efficacy on Chemical Equilibrium Material

Putri Rizca Mardeni*, Lenny Anwar, Radjawaly Usman Rery, Roza Linda, Wimbi Apriwanda Nursiwan

Abstract


Misconceptions in learning chemical equilibrium remain a persistent challenge that can hinder students' understanding and academic confidence. Despite various efforts to improve conceptual mastery, many students still harbor incorrect notions that affect their learning outcomes and self-belief. To address this issue, this study explores the relationship between students' misconceptions and their self-efficacy regarding chemical equilibrium concepts. The research employed a research and development approach using the ADDIE model, utilizing an Android-based five-tier multiple choice test as a diagnostic instrument. A random sampling technique was applied to select three senior high schools in Pekanbaru: SMAN 8 Pekanbaru, SMAN Olahraga Provinsi Riau, and SMAN 3 Pekanbaru. A correlation test was conducted to determine the presence, direction, and strength of the relationship between students' misconceptions and their self-efficacy. The results revealed a positive correlation between the two variables across schools with high, medium, and low academic profiles

Keywords


Android, five-tier multiple choice test, misconceptions, self-efficacy, chemical equilibrium

Full Text:

PDF

References


Aguilar, J.J. 2021. High school students’ reasons for disliking mathematics: The intersection between teacher’s role and student’s emotions, belief and self-efficacy. International Electronic Journal of Mathematics Education, 16(3):em0658. https://doi.org/10.29333/iejme/11294

Al-Fatihah, Z.N., Isnaini, M., & Laksono, P.J. 2021. Pengembangan instrumen tes diagnostik three-tier multiple choice untuk mendeteksi miskonsepsi pada materi kesetimbangan kimia. Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan, 9(1):21–30. https://doi.org/10.30738/wd.v9i1.9972

Bakolis, A., Stamovlasis, D., & Tsaparlis, G. 2021. Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding–the case of chemical equilibrium problems. Chemistry Teacher International, 3(3):269–284. https://doi.org/10.1515/cti-2019-0021

Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. 2022. Five-tier multiple-choice diagnostic test development: Empirical evidences to improve students’ science literacy. Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021), 131–138. https://doi.org/10.2991/assehr.k.220104.020

Bandura, A. 1997. Self-efficacy: The exercise of control. W.H. Freeman and Company.

Bárkányi, Z. 2021. Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs. Recall, 33(2):143–160. https://doi.org/10.1017/S0958344021000033

Bektas, Ö. 2021. Activity-based teaching with social studies pre-service teachers for developing the thinking skills of learners. International Journal of Progressive Education, 17(3):49–69. https://doi.org/10.29329/ijpe.2021.346.4ijpe.inased.org

Chew, S.L., & Cerbin, W.J. 2021. The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1):17–40. https://doi.org/10.1080/00220485.2020. 1845266

Chung, H.Q., Chen, V., & Olson, C.B. 2021. The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7):1885–1913. https://doi.org/10. 1007/s11145-021-10186-x

Clara, W.A., Entang, M., & Wulandari, D. 2024. Pengaruh efikasi diri, pemberdayaan, dan knowledge sharing terhadap keinovatifan. Jurnal Manajemen Pendidikan, 12(1):1–9. https://doi.org/10.33751/jmp.v12i1.9933

Dahlan, S.M. 2010. Besar sampel dan cara pengambilan sampel. Salemba Medika.

Dejene, K., & Belachew, W. 2023. Topic-specific pedagogical content knowledge-based instruction and level of conceptual understanding of chemical kinetics and equilibrium concepts on grade 11 students. Science Education International, 34(2):96–108. https://doi.org/10.33828/sei.v34.i2.3

DuToit, M.H. 2021. Chemistry for the masses: The value of small scale chemistry to address misconceptions and re-establish practical work in diverse communities. Research in Chemistry Education, pp.31–55. Springer. https://doi.org/10.1007/ 978-3-030-59882-2_3

Duarsa, H.A.P. 2019. Hubungan efikasi diri dengan tingkat kecemasan mahasiswa tahun pertama di Fakultas Kedokteran Universitas Lampung.

Fakhrou, A., & Habib, L.H. 2022. The relationship between academic self-efficacy and academic achievement in students of the department of special education. International Journal of Higher Education, 11(2):1–12. https://doi.org/10.5430/ijhe. v11n2p1

Gennen, T. 2023. Conceptual change and education: the neglected potential of developmental teaching approaches. Human Development, 67(2):88–107. https://doi.org/10.1159/000530247

Granström, M., Härma, E., & Kikas, E. 2023. Teachers’ knowledge of learning strategies. Scandinavian Journal of Educational Research, 67(6):870–885. https://doi.org/10. 1080/00313831.2022.2074536

Hamerská, L., Matěcha, T., Tóthová, M., & Rusek, M. 2024. Between symbols and particles: investigating the complexity of learning chemical equations. Education Sciences, 14(6):570-582. https://doi.org/10.3390/educsci14060570

Isnah, E.S., Jalis, M., Muslim, F., & Kharis, M. 2024. Utilizing cognitive diagnostic assessments to identify and address student needs in differentiated classrooms. Journal of Higher Education Theory and Practice, 24(1):1–10. https://doi.org/10. 33423/jhetp.v24i1.6763

Kirya, K.R., Mashood, K.K., & Yadav, L.L. 2021. Review of research in student conception studies and concept inventories: exploring PER threads relevant to Ugandan context. African Journal of Educational Studies in Mathematics and Sciences, 17(1):37–60. https://doi.org/10.4314/ajesms.v17i1.3

Koimah, N., & Muchtar, Z. 2022. Pengembangan tes diagnostik berbasis web pada materi konsep redoks. Jurnal Ilmiah Pendidikan, 1(6):636–644. https://doi.org/10.55904/ educenter.v2i1.218

Kuhn, H., Waldeck, D.H., & Försterling, H.-D. 2024. Principles of physical chemistry. John Wiley & Sons.

Mattos, C., Lopez, F.S., Ortega, J.L., & Rodrigues, A. 2022. The public discussion on flat earth movement: an analysis based on the Esperantist Epideictic discourse. Science and Education, 31(5):1339–1361. https://doi.org/10.1007/s11191-022-00321-7

Maulani, G., Septiani, S., Susilowaty, N., Rusmayani, N.G.A.L., Evenddy, S.S., Nababan, H.S., Setiadi, K., Rahayu, I., Simanungkalit, L.N., & Edi, S. 2024. Evaluasi Pembelajaran. Sada Kurnia Pustaka.

Naibert, N., Mooring, S.R., & Barbera, J. 2024. Investigating the relations between students’ chemistry mindset, self-efficacy, and goal orientation in general and organic chemistry lecture courses. Journal of Chemical Education, 101(2):270–282. https://doi.org/10.1021/acs.jchemed.3c00929

Pratiwi, L.D.K. 2022. Hubungan antara self-efficacy dan motivasi belajar dengan kemampuan literasi matematika siswa kelas VIII SMP Negeri 12 Denpasar. Universitas Pendidikan Ganesha.

Putra, A.S.U., Hamidah, I., & Nahadi. 2020. The development of five-tier diagnostic test to identify misconceptions and causes of students’ misconceptions in waves and optics materials. Journal of Physics: Conference Series, 1521(2):2202. https://doi.org/10.1088/1742-6596/1521/2/022020

Resbiantoro, G., & Setiani, R. 2022. A review of misconception in physics: the diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2):403-427. http://dx.doi.org/10.36681/tused.2022.128

Rokhim, D.A., Rahayu, S., & Dasna, I.W. 2023. Analisis miskonsepsi kimia dan instrumen diagnosisnya: literatur review. Jurnal Inovasi Pendidikan Kimia, 17(1):17–28. https://doi.org/10.15294/jipk.v17i1.34245

Rosita, I., Liliawati, W., & Samsudin, A. 2020. Pengembangan instrumen five-tier newton’s laws test untuk mengidentifikasi miskonsepsi dan penyebab miskonsepsi siswa. Jurnal Pendidikan Fisika dan Teknologi, 6(2):297-303. http://dx.doi.org/10.29303/ jpft.v6i2.2018304

Rumapea, C.F., & Silaban, R. 2022. Pengembangan instrumen tes diagnostik three-tier multiple choice berbasis android based test untuk mengukur miskonsepsi siswa pada materi laju reaksi kelas XI SMA. Educenter: Jurnal Ilmiah Pendidikan, 1(2):95–104. https://doi.org/10.55904/educenter.v1i2.44

Sari, D.N., Arif, K., Yurnetti, Y., & Putri, A.N. 2024. Identification of students’ misconceptions in junior high schools accredited a using the three tier test instrument in science learning. Jurnal Penelitian Pendidikan IPA, 10(1):1–11. http://dx.doi.org/ 10.29303/jppipa.v10i1.5064

Savira, I., Wardani, S., Harjito, & Noorhayati, A. 2019. Desain instrumen tes three tiers multiple choice untuk analisis pemahaman konsep peserta didik. Jurnal Inovasi Pendidikan Kimia, 13(1):2277–2286. https://doi.org/10.15294/jipk.v13i2.19382

Schunk, D.H., & DiBenedetto, M.K. 2021. Self-efficacy and human motivation. Advances in Motivation Science, 8:153–179. http://dx.doi.org/10.1016/bs.adms.2020.10.001

Sugiyono. 2018. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Alfabeta.

Suparno, P. 2013. Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. PT Grasindo.

Ugwuanyi, C.S., Ezema, M.J., & Orji, E.I. 2023. Evaluating the instructional efficacies of conceptual change models on students’ conceptual change achievement and self-efficacy in particulate nature matter in physics. Sage Open, 13(1):153851 http://dx.doi.org/10.1177/21582440231153851

Vachliotis, T., Salta, K., & Tzougraki, C. 2021. Developing basic systems thinking skills for deeper understanding of chemistry concepts in high school students. Thinking Skills and Creativity, 41:100881. http://dx.doi.org/10.1016/j.tsc.2021.100881

Waluya, S.B., & Asikin, M. 2021. Analysis mathematical representation ability by self-efficacy of prospective mathematics teachers. Journal of Physics: Conference Series, 1918(4):42118. https://iopscience.iop.org/article/10.1088/1742-6596/1918/4/042 118

Wulandari, N.N.A., & Agustika, G.N.S. 2020. Efikasi diri, sikap dan kecemasan matematika berpengaruh secara langsung dan tidak langsung terhadap kompetensi pengetahuan matematika. Journal for Lesson and Learning Studies, 3(2):290–301. https://doi.org/ 10.23887/jlls.v3i2.26812




DOI: https://doi.org/10.24815/jpsi.v13i2.44567

Article Metrics

Abstract view : 16 times
PDF - 6 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Putri Rizca Mardeni



Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) © 2013 by JPSI is licensed under Creative Commons Attribution 4.0 International
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)

ISSN 2338-4379  (print) | 2615-840X (online)
Organized by Universitas Syiah Kuala 
Published by Master of Science Education Study Program Graduate School Universitas Syiah Kuala, Banda Aceh, Indonesia
Website : http://jurnal.usk.ac.id/jpsi
Email     : jpsi@usk.ac.id