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All Journal Berkala Ilmiah Pendidikan Fisika ORBITA: Jurnal Pendidikan dan Ilmu Fisika JUPE : Jurnal Pendidikan Mandala
Doni Setiawan
Politeknik Muhammadiyah Tegal
Education Physics

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Five-Tier Diagnostic Test to Reveal Conceptual Understanding of Electrical Engineering Students Doni Setiawan; Jaelani Jaelani
Berkala Ilmiah Pendidikan Fisika Vol 9, No 3 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v9i3.11190

Abstract

The purpose of this research was to produce a valid five-tiered misconception diagnostic assessment product and reveal the understanding of electrical engineering students' concepts on the subject of simple electrical circuits. Assessment development consisted of defining, designing, developing, and disseminating stages. Data collection techniques were online questionnaire methods, online tests, and online interviews. Construct validity was obtained that the assessment was valid and reliable. A total of 19 questions were categorized as medium and one easy question. The analysis of the conceptual understanding test obtained results 29.98% of students who understood the concept, 31.4% did not understand the concept, 2.82% of false positive, 3.38% of false negative, and 31.12% with misconception. There were 26 kinds of student misconceptions identified. The dominant misconception identified in the concept of circuit resistance arrangement was 40.2%. Students assumed that electrons flow from high to low potential in a closed circuit with a DC voltage source. The research results in a five-tier diagnostic assessment can be used in vocational colleges in general. The results of data analysis show that the five-tier format of the assessment can reveal students' misconceptions in detail and, more specifically, distinguish students who have misconceptions from students who are false positive and false negative to reveal students who have misconceptions better. The researcher's development procedure can be used as an example for other researchers to develop a five-tier format diagnostic assessment on other basic concepts.  
PENGEMBANGAN ASESMEN DIAGNOSTIK BERFORMAT FOUR-TIER UNTUK MENGUNGKAP PROFIL PEMAHAMAN KONSEP MAHASISWA TEKNIK Doni Setiawan; Nuri Nuri; Nina Faoziyah
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 8, No 1 (2022): Mei
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.433 KB) | DOI: 10.31764/orbita.v8i1.8413

Abstract

ABSTRAKPenelitian ini bertujuan mengembangkan asesmen diagnostik miskonsepsi berformat four-tier untuk mengungkap profil pemahaman konsep mahasiswa teknik. Penelitian ini merupakan penelitian pengembangan (R&D). Sampel penelitian yaitu mahasiswa prodi teknik elektro politeknik Muhammadiyah Tegal. Analisis data terdiri dari uji validasi ahli, uji keterbacaan, dan uji skala besar yang meliputi uji validitas dan reliabilitas instrumen. Hasil uji validasi ahli diperoleh instrumen layak digunakan dengan revisi minor. Hasil uji keterbacaan diperoleh tingkat keterbacaan kalimat dan gambar baik. Hasil uji skala besar diperoleh delapan soal dinyatakan valid. Hasil uji reliabilitas diperoleh nilai Cronbach’s Alpha = 0,858, sehingga instrument reliabel. Hasil uji pemahaman konsep mahasiswa diperoleh sebanyak 21,4 % mahasiswa paham konsep, 14,2 % paham konsep, tetapi tidak yakin, 13,7 % paham sebagian, 26 % tidak paham konsep, dan 27,9 % Miskonsepsi. Temuan miskonsepsi terbesar yaitu mahasiswa menganggap kuat arus listrik yang melalui percabangan yang paling dekat dengan sumber tegangan memiliki nilai paling besar. Kata kunci: asesmen diagnostik; four-tier; pemahaman konsep; mahasiswa teknik. ABSTRACTThis study aims to develop a four-tiered misconception diagnostic assessment to reveal the profile of engineering students' conceptual understanding. This research is a development research (R & D). The research sample was students of the electrical engineering study program at the Politeknik Muhammadiyah Tegal. Data analysis consisted of expert validation test, readability test, and large-scale test. The results of the expert validation test obtained that the instrument was suitable for use. The results of the readability test obtained that the level of legibility and clarity of sentences and pictures was good. The results of the large-scale test obtained that eight questions were declared valid. The results of the reliability test obtained the value of Cronbach's Alpha = 0.858, so the instrument is reliable. The results of the student's concept understanding test were obtained as many as 21.4% of students understood the concept, 14.2% understood the concept, but were not sure, 13.7% understood partly, 26% did not understand the concept, and 27.9% had misconceptions. The biggest misconception finding is that students think that the electric current that passes through the branch closest to the voltage source has the greatest value. Keywords: diagnostic assessment; four-tier; concept understanding; engineering student.
PENGEMBANGAN MODEL PEMBELAJARAN KARTU DETEKTIF BERBASIS PENDIDIKAN KARAKTER PESERTA DIDIK SEKOLAH MENENGAH ATAS Doni Setiawan; Hana Ardya Garini; Nina - Faoziyah
JUPE : Jurnal Pendidikan Mandala Vol 7, No 4 (2022)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v7i4.4172

Abstract

Penelitian ini bertujuan mengembangkan model pembelajaran “Kartu Detektif’ yang berbasis pendidikan karakter pada pelajaran Fisika untuk siswa sekolah menengah atas. Model pembelajaran “Kartu Detektif” diadopsi dari Model pembelajaran ASSURE dan strategi pembelajaran Team Assisted Individualization yang terdiri dari : analisis karakter peserta didik, menetapkan tujuan pembelajaran, memilih metode pembelajaran, memilih teknologi yang sesuai, dan melibatkan peserta didik agar aktif dalam pembelajaran fisika. Jenis penelitian ini adalah Research and Development (R&D) model 4D. Penelitian ini dibagi menjadi tiga tahap, yaitu : (1) eksplorasi secara teoritis dan penyusunan draft perangkat model pembelajaran fisika  (2) Uji empiris, yang terdiri dari validasi ahli, uji kepraktisan, dan angket respon siswa. Hasil validasi ahli diperoleh model pembelajaran fisika yang dikembangkan valid dengan persentase pencapaian 89,5 %. Materi pembelajaran meliputi bab dinamika gerak, sub bab hukum Newton tentang gerak. Uji kepraktisan terdiri dari aspek efektif, interaktif, efisien, dan kreatif. Hasil uji kepraktisan diperoleh model pembelajaran yang dikembangkan praktis dan dikategorikan sangat baik dengan rata-rata pencapaian 81.8 %.
Co-Authors Faoziyah, Nina Hana Ardya Garini Jaelani Jaelani Nuri Nuri