Development of Four Tier Multiple Choice Diagnostic Tests to Know Students' Misconceptions in Science Learning

This study aims to determine the quality of the four-tier multiple choice diagnostic test instrument and the level of students' misconceptions. The research method used is research and development (R&D). The population in this study were class IX students at MTs Negeri 2 Aceh Besar. The number of samples consisted of 112 students in group A, each class consisted of 16 students during the Covid-19 pandemic. The research instrument used is a four-tier multiple choice diagnostic test. The data analysis technique in the validation test obtained a high and valid Aiken's V coefficient value. The results in terms of item analysis quantitatively obtained the validity of the questions 75% valid and 15% invalid, the reliability test was 0.786 high category. The level of difficulty of the questions includes 85% too easy questions and 15% easy questions. The differentiating power of the questions obtained in each category is 5% very good, 55% good, 20% sufficient and 20% bad. The results of the students' level of misconceptions using the four-tier multiple choice diagnostic test were obtained from the results of the overall analysis of students with an average of 21.76% and the results of the item analysis showed that the highest student misconceptions were in question number five with a percentage of 11.6% and the lowest found in question number four with a percentage of 0%.Penelitian ini bertujuan untuk mengetahui kualitas instrumen tes diagnostik pilihan ganda four tier dan tingkat miskonsepsi peserta didik. Metode penelitian yang digunakan yaitu research and development (R&D). Populasi dalam penelitian ini adalah peserta didik kelas IX MTs Negeri 2 Aceh Besar. Jumlah sampel terdiri 112 peserta didik pada kelompok A, masing-masing kelas terdiri dari 16 peserta didik di masa pandemi Covid-19. Instrumen penelitian yang digunakan yaitu soal tes diagnostik pilihan ganda four tier. Teknik analisis data pada uji validasi diperoleh nilai koefesien Aiken’s V tinggi dan valid. Hasil dari segi analisis butir soal secara kuantitatif diperoleh validitas soal 75% soal valid dan 15% tidak valid, uji reliabilitas sebesar 0,786 kategori tinggi. Taraf kesulitan soal mencakup 85% soal terlalu mudah dan 15% soal mudah. Daya beda soal diperoleh setiap kategorinya yaitu 5% baik sekali, 55% baik, 20% cukup dan 20% jelek. Hasil tingkat miskonsepsi peserta didik dengan menggunakan tes diagnostik pilihan ganda four tier diperoleh dari hasil analisis keseluruhan siswa dengan rata-rata 21,76% dan hasil analisis perbutir soal menunjukkan bahwa miskonsepsi siswa tertinggi terdapat pada soal nomor lima dengan persentase 11,6% dan terendah tedapat pada soal nomor empat dengan persentase 0%