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All Journal Arfak Chem: Chemistry Education Journal Jurnal Elementaria Edukasia
Widi Wisudawati, Asih
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Literature Review: The Use of Justified Multiple-Choice Tests in Scientific Literacy at Elementary School Level Tamarin, Vina; Widi Wisudawati, Asih
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2025): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.14089

Abstract

Evaluation plays a crucial role in the learning process, particularly in assessing students' science literacy. Among various assessment methods, reasoned multiple-choice tests stand out as an effective tool because they not only determine whether answers are correct or incorrect but also uncover the reasoning behind students' choices. This allows educators to gain a clearer and deeper understanding of students’ comprehension and critical thinking skills related to science concepts, especially at the elementary school level. This study aims to systematically review existing literature on the application of reasoned multiple-choice tests in measuring science literacy among elementary school students. Employing a Systematic Literature Review (SLR) approach guided by the PRISMA framework, the study ensures a transparent and rigorous selection of relevant articles. Data collection involved gathering studies focused on science literacy and reasoned multiple-choice testing, which were then synthesized to draw meaningful conclusions. The data analysis process consisted of identifying, selecting, and extracting articles that met inclusion criteria, followed by thematic analysis to identify recurring patterns and key findings. The results of this review indicate that reasoned multiple-choice tests are widely regarded as an appropriate and effective method to comprehensively assess science literacy in elementary education, providing valuable insights into students’ knowledge and reasoning abilities.
Identifying misconceptions in students’ understanding of the concept of physical and chemical change with open-ended questions Fitriani, Linda; Syafawani Ridho, Yusro; Indra Pratiwi, Maya; Widi Wisudawati, Asih
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1163

Abstract

This study aims to identify misconceptions in students’ understanding of physical and chemical changes using objective instruments in the form of open-ended descriptions and reasons. Chemistry is a science that underlies knowledge of the structure and changes of matter through three levels of representation: macroscopic, submicroscopic, and symbolic. However, students’ limited ability to connect these levels of representation often leads to misconceptions that can hinder understanding of more complex concepts in the future. This study used a qualitative descriptive approach with 21 grade 10 students at a high school in Yogyakarta as subjects. The research instrument consisted of 5 open-ended questions and reasons used to categorize students’ mindsets into understanding the concept, misconceptions, and not understanding the concept. The study found misconceptions across various subconcepts, including the assumption that chemical changes are absolutely unidirectional (irreversible) and the inability to distinguish particle interactions during salt dissolution and magnesium combustion. The main factors causing these misconceptions are incomplete preconceptions, incorrect reasoning, and a lack of in-depth understanding at the submicroscopic level. This placement emphasizes strengthening knowledge of basic concepts and integrating levels of chemical representation to improve students’ thinking patterns.
Co-Authors Fitriani, Linda Indra Pratiwi, Maya Syafawani Ridho, Yusro Tamarin, Vina