@phdthesis{digilib64879,
           month = {January},
           title = {PENGEMBANGAN FOUR-TIER DIAGNOSTIC TEST UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA PADA MATERI FLUIDA STATIS DI MAN 4 BANTUL},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 19104050003 Fahdah Afifah},
            year = {2024},
            note = {Pembimbing: Himawan Putranta, M.Pd.},
        keywords = {Four-Tier Diagnostic Test, Miskonsepsi, Fluida Statis, Validitas, Reliabilitas},
             url = {https://digilib.uin-suka.ac.id/id/eprint/64879/},
        abstract = {Understanding physics concepts is an important indication that students must have in order to achieve success in studying physics. In physics learning, common challenges arise from students' misconceptions about the material taught by the teacher. Teachers need to understand and detect student misconceptions in order to provide effective assistance to correct them.
This research has the main objectives, namely (1) developing a four-tier diagnostic test instrument to identify student misconceptions on static fluid material, (2) evaluating the quality of the four-tier diagnostic test instrument on static fluid material at MAN 4 Bantul, and (3) identifying MAN 4 Bantul students' misconceptions about static fluid material using the results of the four-tier diagnostic test. The approach used in this research is Research and Development (R\&D) by applying the development studies model from Van den Akker et al. The test subjects consisted of class XI MIPA students at MAN 4 Bantul. Data collection methods were carried out using preliminary interviews, validation sheets, trial data analysis, and analysis of student misconceptions.
In this research, it was found that the four-tier diagnostic test consists of four levels, including questions, level of confidence in answers, reasons, and level of confidence in reasons. The research results were analyzed using the winsteps application and the results showed that the four-tier diagnostic test instrument was suitable for use to identify student misconceptions. The validity of the test indicates that 17 questions are in the valid category, while 1 question is in the invalid category. The results of the reliability analysis in limited trials produced 0.72 for the person reliability coefficient, 0.90 for the item reliability coefficient, and 0.74 for the Cronbach's alpha coefficient. Meanwhile, the results of reliability analysis in extensive trials produced 0.73 for the person reliability coefficient, 0.96 for the item reliability coefficient, and 0.72 for the Cronbach's alpha coefficient. This indicates that the questions are reliable. The characteristics of the questions developed include levels of difficulty with 2 very difficult questions, 7 difficult questions and 9 medium questions. Apart from that, the characteristics of the questions also include different power with 19 good questions and 1 bad question. Through this research, researchers found that students' misconceptions mostly occurred in the hydrostatic pressure sub-material with 71\% of students and surface tension with 66\% of students.}
}