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Ika, Novrina
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Construction of Diagnostic Tests to Diagnose the Misconceptions of Junior High School Students on Dynamic Electrical Materials Ika, Novrina; Ahmad Tarmizi Abdul, Karim; Andri Estining, Sejati
Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v1i1.1820

Abstract

Misconceptions in physics learning, particularly in dynamic electricity, often hinder students’ conceptual understanding and problem-solving abilities. This study aimed (1) to develop a valid and reliable three-tier diagnostic test and (2) to identify junior high school students’ misconceptions regarding dynamic electricity concepts. The research employed a Research and Development (RD) approach adapted from the Borg and Gall model and modified according to Treagust’s diagnostic test development framework. The development process involved content determination, information gathering, test construction, expert validation, and field testing. The instrument consisted of three-tier multiple-choice items comprising answer selection, reasoning, and confidence level. Item validity was analyzed using the point-biserial correlation coefficient, while reliability was calculated using the Kuder–Richardson Formula 20 (KR-20). The finalized instrument included 21 valid items with a reliability coefficient of 0.75, indicating good reliability. The diagnostic test was administered to 189 students from five classes at a public senior high school. The findings revealed that 49.4% of students experienced misconceptions, 36.6% understood the concepts, 6.9% had weak conceptual understanding, 5.6% did not understand the concepts, and 1.1% answered correctly by guessing. These results indicate that misconceptions in dynamic electricity remain prevalent and highlight the importance of diagnostic assessment as a basis for remedial instruction.
Construction of Diagnostic Tests to Diagnose the Misconceptions of Junior High School Students on Dynamic Electrical Materials Ika, Novrina; Ahmad Tarmizi Abdul, Karim; Andri Estining, Sejati
Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v1i1.1820

Abstract

Misconceptions in physics learning, particularly in dynamic electricity, often hinder students’ conceptual understanding and problem-solving abilities. This study aimed (1) to develop a valid and reliable three-tier diagnostic test and (2) to identify junior high school students’ misconceptions regarding dynamic electricity concepts. The research employed a Research and Development (RD) approach adapted from the Borg and Gall model and modified according to Treagust’s diagnostic test development framework. The development process involved content determination, information gathering, test construction, expert validation, and field testing. The instrument consisted of three-tier multiple-choice items comprising answer selection, reasoning, and confidence level. Item validity was analyzed using the point-biserial correlation coefficient, while reliability was calculated using the Kuder–Richardson Formula 20 (KR-20). The finalized instrument included 21 valid items with a reliability coefficient of 0.75, indicating good reliability. The diagnostic test was administered to 189 students from five classes at a public senior high school. The findings revealed that 49.4% of students experienced misconceptions, 36.6% understood the concepts, 6.9% had weak conceptual understanding, 5.6% did not understand the concepts, and 1.1% answered correctly by guessing. These results indicate that misconceptions in dynamic electricity remain prevalent and highlight the importance of diagnostic assessment as a basis for remedial instruction.
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance Ika, Novrina
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2677

Abstract

Learning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes.  Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment.
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance Ika, Novrina
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2677

Abstract

Learning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes.  Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment.
Co-Authors Ahmad Tarmizi Abdul, Karim Andri Estining, Sejati