DISSEMINATION OF DIAGNOSTIC THREE TIER MULTIPLE CHOICE TEST INSTRUMENTS FOR MISCONCEPTIONS ANALYSIS OF MACROSCOPIC, SUB-MICROSCOPIC, AND SYMBOLIC STUDENTS IN CHEMICAL LEARNING Endang Susilaningsih, Nurkintan Aprilia
Department of Chemistry Education, Faculty of Mathematic and Natural Science, Universitas Negeri Semarang
Abstract
Chemical are abstract, to understanding chemical concepts requires visualization and explanation through stratified levels, starts from definition macroscopic, macroscopic, sub-macroscopic, and symbolic. This study aims to analyze sub-microscopic, macroscopic, and symbolic misconceptions in chemistry learning. This research method use 4D model (R&D) is the final part, namely the Dissemination stage. Three Tier Multiple Choice Test Diagnostic consisting of Tier (1): 20 multiple choice questions with one correct answer choice. Tier (2) reasons why choose the answer at tier (1), and Tier (3) level of confidence. This tested product is used for student tests in three different schools (SMAN, MAN and SMKN). Test result data were analyzed, interpreted and expressed in the misconception profile at the macroscopic, sub-microscopic, and symbolic levels. The subjects of were class X students from three different schools. The results of this study showed that the average level of misconceptions at the macroscopic, sub-microscopic, and symbolic levels of high school students was 13%- 40%- and 43%, MAN students 30%- 37%- and 50%, SMKN students 3%- 37%- and 53%. The conclusion of this study, the biggest misconceptions at the symbolic level occurred in the three different schools, and each pattern was decreased in the sub-microscopic and macroscopic misconceptions.
Keywords: Diagnostic Test, Macroscopic, Misconception, Sub-microscopic, and Symbolic.
