@phdthesis{digilib44529,
           month = {June},
           title = {IDENTIFIKASI PEMAHAMAN KONSEP DAN MODEL RESPON SISWA SEKOLAH MENENGAH ATAS TERHADAP MATERI ENERGI DAN MOMENTUM MENGGUNAKAN METODE ANALISIS KONSENTRASI (CONCENTRATION ANALYSIS)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM. 16690005 SITI FATIMAH 16690005},
            year = {2021},
            note = {Joko Purwanto, M.Sc},
        keywords = {Concept Understanding, Response Model, Energy and Momentum, and Concentration Analysis},
             url = {https://digilib.uin-suka.ac.id/id/eprint/44529/},
        abstract = {The purpose of this research is: 1) To determine the understanding of concepts and responses models of high school students' to energy and momentum concept 2) Testing the quality of the Indonesian version of the EMCS instrument with five statistical tests, specifically KR-20 reliability index, biserial point correlation, difficulty index, discriminating power, and the delta fergusson coefficient. This research is a quantitative descriptive research involving 171 high school students in Purworejo Regency. This research uses the Indonesian version of the 25 multiple-choice Energy and Momentum Concept Survey (EMCS) items developed by Singh and Rosengrant. The data in this research is quantitative data which analyzed using the concentration analysis method, then alternative concepts or misconceptions and student response models are obtained. The results of the instrument test showed that the Indonesian version of the EMCS met two of the five statistical tests carried out, namely the KR-20 reliability index and biserial point correlation. As for the discriminatory power, the difficulty index and the delta fergusson coefficient indicate that the Indonesian version of the EMCS instrument does not meet the minimum criteria for the three statistical tests. The results showed that alternative concepts or misconceptions were found in each of the concepts tested. The results of the concentration analysis showed that there are two models of student response, namely the null-model and the bi-model. Null-model indicates that students have a poor level of response and do not have a strong preference for the concept being tested. While the bi-model shows that student responses are dominated by the two alternative answers provided on the item questions}
}