Online three-tier diagnostic test to identify misconception about virus and COVID-19
DOI:
https://doi.org/10.22219/jpbi.v8i2.18895Keywords:
COVID-19 pandemic, Diagnostic test, Students’ misconceptionAbstract
During the COVID-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. This study aimed to validate the online three-tier diagnostic instrument test for Virus and COVID-19 as well as analyze the level of misconceptions experienced by students. The Treagust model is used as a reference for the instrument development process. Three public high schools providing 187 second grade students who had previously studied Virus content were involved as research respondents, The data analysis techniques used were descriptive statistics. Construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. The results of data analysis also inform that each item was valid and the instrument was reliable. The average percentage of students who experience misconceptions was 39.96%. The average percentage of students who understand the topic correctly was 32.10%. The percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. The diagnostic test as overall, was successful in detecting students’ misconceptions. To overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials.
Downloads
References
Amo-Salas, M., Arroyo-Jimenez, M. D. M., Bustos-Escribano, D., Fairén-Jiménez, E., & López-Fidalgo, J. (2014). New indices for refining multiple choice questions. Journal of Probability and Statistics, 2014. https://doi.org/10.1155/2014/240263
Andariana, A., Zubaidah, S., Mahanal, S., & Suarsini, E. (2020). Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test. Journal for the Education of Gifted Young Scientists, 8(3), 1071–1085. https://doi.org/10.17478/JEGYS.752438
Anggoro, S., Widodo, A., Suhandi, A., & Treagust, D. F. (2019). Using a discrepant event to facilitate preservice elementary teachers’ conceptual change about force and motion. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/105275
Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers ’ Misconceptions about Global Warming , Greenhouse Effect , Ozone Layer Depletion , and Acid Rain. International Journal of Science Education, 34(11), 1667–1686. https://doi.org/10. 1080/09500693.2012.680618
Ayaz-alkaya, S., & Mscn, H. D. (2021). Fear of coronavirus and health literacy levels of older adults during the COVID-19 pandemic. Geriatric Nursing. https://doi.org/10.1016/j.gerinurse.2021.11.001
Cetin-Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https:// doi.org/10.1016/j.sbspro.2011.03.147
Cheung, K. L., & Yang, D. C. (2020). Performance of sixth graders in Hong Kong on a number sense three-tier test. Educational Studies, 46(1), 39–55. https://doi.org/10.1080/03055698.2018.1516631
Fauzi, A., Husamah, H., Miharja, F. J., Fatmawati, D., Permana, T. I., & Hudha, A. M. (2020). Exploring COVID-19 literacy level among biology teacher candidates. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1864. https://doi.org/10.29333/ejmste/8270
Fauzi, A., Saefi, M., Kristiana, E., Adi, W. C., & Lestariani, N. (2021). Factor and Rasch analysis on COVID-19 genetics literacy assessment instrument. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2032. https://doi.org/10.29333/ejmste/11264
Ghazali, N. H. M. (2016). A reliability and validity of an instrument to evaluate the school-based assessment system: A pilot study. International Journal of Evaluation and Technology, 5(2), 148–157. https:// doi.org/10.11591/ijere.v5i2.4533
Gurel, D. K., Eryılmaz, A., & Mcdermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Haslam, F., & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203–211. https://doi.org/10.1080/00219266.1987.9654897
Isaacs, T., Zara, C., & Herbert, G. (2013). Key concepts in Educational Assessment. SAGE Publication. Ltd. https://doi.org/http://dx.doi.org/10.4135/9781473915077
Jankvist, U. T., & Niss, M. (2018). Counteracting destructive student misconceptions of mathematics. Education Sciences, 8(2). https://doi.org/10.3390/educsci8020053
Kaltakci-gurel, D., Eryilmaz, A., & Mcdermott, L. C. (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(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
Karpudewan, M., Roth, W. M., & Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21(4), 631–648. https://doi.org/10.1080/13504622.2014.891004
Kirbulut, Z. D., & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconceptions of states of matter. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a
Machová, M., & Ehler, E. (2021). Secondary school students’ misconceptions in genetics: origins and solutions. Journal of Biological Education, 1–14. https://doi.org/10.1080/00219266.2021.1933136
Milenković, D. D., Hrin, T. N., Segedinac, 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
Naimnule, L., & Corebima, A. D. (2018). The correlation between metacognitive skills and critical thinking skills toward students’ process skills in biology learning. Journal of Pedagogical Research, 2(2), 122–134. http://ijopr.com/index.php/ijopr/article/download/50/24/
Pan, S. J. A., & Chou, C. (2015). Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research. Ethics and Behavior, 25(6), 500–527. https:// doi.org/10.1080/10508422.2014.987921
Raharjo, D., Ramli, M., & Rinanto, Y. (2019). Diagnostic test assessment on protist misconception. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 335–344. https://doi.org/10.22219/jpbi.v5i2.7685
Ramdani, Y. (2012). Pengembangan instrumen dan bahan ajar untuk meningkatkan kemampuan komunikasi, penalaran, dan koneksi matematis dalam konsep integral. Jurnal Penelitian Pendidikan, 13(1), 44–52. http://jurnal.upi.edu/penelitianpendidikan/view/1390/pengembangan-instrumen-dan-baha n-ajar-untuk-meningkatkan-kemampuan-komunikasi,-penalaran,-dan-koneksi-matematis-dalam-konsep -integral.html
Romine, W. L., Schaffer, D. L., & Barrow, L. (2015). Development and Application of a Novel Rasch-based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle. International Journal of Science Education, 37(16), 2740–2768. https://doi.org/10.1080/09500693.2015.1105398
Saefi, M., Fauzi, A., Kristiana, E., Adi, W. C., Muchson, M., Setiawan, M. E., Islami, N. N., Ningrum, D. E. A. F., Ikhsan, M. A., & Ramadhani, M. (2020a). Survey data of COVID-19-related knowledge, attitude, and practices among Indonesian undergraduate students. Data in Brief, 31, 105855. https://doi.org/ 10.1016/j.dib.2020.105855
Saefi, M., Fauzi, A., Kristiana, E., Adi, W. C., Muchson, M., Setiawan, M. E., Islami, N. N., Ningrum, D. E. A. F., Ikhsan, M. A., & Ramadhani, M. (2020b). Validating of Knowledge, Attitudes, and Practices questionnaire for prevention of COVID-19 infections among undergraduate students: A RASCH and factor analysis. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1926. https://doi.org/10.29333/ejmste/9352
Salame, I. I., & Casino, P. (2021). Using chemistry concepts inventory to identify alternative conceptions and their persistence in general chemistry courses. International Journal of Instruction, 14(3), 787–806. https://doi.org/10.29333/iji.2021.14346a
Septiyani, E., & Nanto, D. (2021). Four-tier diagnostic test assisted website for identifies misconceptions heat and temperature. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(1), 35–42. https://doi.org/ 10.21009/1.07104
Simard, C. (2021). Microorganism education: misconceptions and obstacles. Journal of Biological Education, 00(00), 1–9. https://doi.org/10.1080/00219266.2021.1909636
Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., Saefi, M., Fauzi, A., & Atho’Illah, M. F. (2021). Cell Biology Diagnostic Test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 55(1), 82–105. https://doi.org/10. 1080/00219266.2019.1643765
Taherdoost, N. A. (2018). Validity and reliability of the research instrument: How to test the validation of a questionnaire/survey in a research. SSRN: Electronic Journal, 5(3), 28–36. https://hal.archives-ouver tes.fr/hal-02546799/document
Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students ’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 1–23. https://doi.org/10.1080/02635143.2015.1124409
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 2590266. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/971-publis hed.pdf
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159–169. https://doi.org/10.1080/095006 9880100204
Treagust, D. F. (2006). Diagnostic assessment in science as a means to improving teaching, learning and retention. UniServe Science Assessment Symposium Proceedings, 1(1), 1–9. https://openjournals. library.sydney.edu.au/index.php/IISME/article/view/6375
Trotskovsky, E., & Sabag, N. (2015). One output function: a misconception of students studying digital systems – a case study. Research in Science and Technological Education, 33(2), 131–142. https://doi.org/10.1080/02635143.2014.983468
Wahyono, P., & Susetyorini, E. (2021). Misconceptions of biology education students in Biochemistry Course during the COVID-19 pandemic. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2), 104–110. https://doi. org/10.22219/jpbi.v7i2.17093
Yang, D. C., & Sianturi, I. A. J. (2021). Sixth grade students’ Performance, misconception, and confidence on a three-tier number sense test. International Journal of Science and Mathematics Education, 19(2), 355–375. https://doi.org/10.1007/s10763-020-10051-3
Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(1), 7. https://doi.org/10.1186/s12052-014-0007-2
Yunanda, I., Susilo, H., & Ghofur, A. (2019). Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor). Biosfer, 12(2), 170–181. https://doi.org/10.21009/biosferjpb. v12n2.170-181
Zhao, C., Zhang, S., Cui, H., Hu, W., & Dai, G. (2021). Middle school students’ alternative conceptions about the human blood circulatory system using four-tier multiple-choice tests. Journal of Biological Education, 00(00), 1–17. https://doi.org/10.1080/00219266.2021.1877777
Zulfia, F. A., Susilo, H., & Listyorini, D. (2019). Virus-bacteria diagnostic test (vbd-test) in identifying biology teacher’s misconception. Biosfer, 12(2), 144–156. https://doi.org/10.21009/biosferjpb.v12n2.144-156
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
