Identification Of Misconceptions In The Materialhydrocarbonsuse Three-Tier Diagnostic With Techniquecertainty Of Response Index (Cri)
Abstract
This research aims to identify misconceptions in hydrocarbon materials by applying the Three- Tier Diagnostic method as a diagnostic tool for in-depth exploration. Involving students at a specific educational level, the study develops a three-tier diagnostic instrument that includes questions with varying levels of difficulty. Furthermore, the Certainty of Response Index (CRI) technique is applied to measure students' confidence levels in their answers. Quantitative and qualitative analysis of student responses is expected to provide a deep understanding of commonly occurring misconceptions and factors influencing students' confidence levels in their answers. The results of this research are anticipated to serve as a foundation for improving learning design and developing more effective teaching strategies in the context of hydrocarbon materials. The methodological contribution, particularly the use of the CRI technique, is expected to assist researchers and educators in evaluating not only students' conceptual accuracy but also their confidence levels in understanding the material. Consequently, this research is expected to make a positive contribution to enhancing the quality of chemistry education at the relevant educational level.
Keywords
Full Text:
PDFReferences
Abraham, Michael R. dan Eillen B. Grybowsky. Understanding and Misunderstanding of Eight Grader of Five Chemistry Concepts Found in Textbooks, Journal of Research in Science Teaching. Vol.29, 1992.
Bayrak, Beyza Karadeniz. Using Two Tier Test to Identify Primary Student’s Conceptual Undersatnding and Alternative Conception in Acid Base. Mevlana International Journal of Education. Vol.3, 2013.
Chandrasegaran, A.L., David F. Treagust dan Mauro Mocerino. The Developmet of a Two Tier Multiple Choice Diagnostic Instrumen for Evaluating Secondary School Student’s Ability to Describe and Explain Chemical Reaction Using Multiple Levels of Representation. Chemistry Education Research and Practice.8, 2007.
Dahar, Ratna Willis. Teori-teori Belajar dan Pembelajaran. Jakarta: Erlangga, 2011. DEPDIKNAS. Tes Diagnostik. Dirjen Manajemen Pendidikan Dasar dan Menengah
Direktorat Pembinaan Sekolah Menengah Pertama, 2007.
Fessenden, Ralf J dan Joan S. Fessenden. Kimia Organik Edisi Ketiga. Jakarta: Erlangga, 1986.
Linuwih, Suharto. Konsepsi alternatif Mahasiswa Calon Guru Fisika tentang Gaya-gaya yang Bekerja pada Balok. Jurnal Pengajaran MIPA. Vol.18, 2013.
Longman, Addison Wesley. Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Assesmen: Revisi Taksonomi Pendidikan Bloom. Yogyakarta: Pustaka Belajar, 2010.
Marsita, Resti Ana, Sigit Priatmoko, dan Ersanghono Kusuma. Analisis Kesulitan Belajar Kimia Siswa SMA dalam Memahami Materi Larutan Penyangga
Talanquer, Vicente. Commonsense Chemistry: A Model for Understanding Student’s Altenative Conception, Journal of Chemical Education, Vol.83, 2006.
Treagust, David F. Development and Use of Diagnostic Test to Evaluate Student’s Misconception in Science. Journal Science Education. 10, 1988.
DOI: http://dx.doi.org/10.58258/jupe.v10i3.9336
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Ulfah Nurul Mutmainnah

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JUPE: Jurnal Pendidikan Mandala (p-issn: 2548-5555;e-issn: 2656-6745) is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
Jurnal ini diterbitkan oleh Lembaga Penelitian dan Pendidikan (LPP) Mandala.
Alamat: Jl. Lingkar Selatan, Perum Elit kota Mataram Asri Blok O. No. 35, Jempong Baru, Sekarbela, Kota Mataram NTB. Indonesia