<![CDATA[Misconceptions about the concept of straight motion are still widely found in physics learning and can hinder students' overall understanding. This research aims to develop a five-tier diagnostic test instrument to identify student misconceptions more deeply. The method of this research is development research (R&D) with the ADDIE (Analyze, Design, Development, Implementation and Evaluation) model. The instrument was validated by experts with a feasibility result of 91% and empirically tested with a reliability of 0.756. The instrument was then applied to 35 high school grade XI students. The results showed that 8% of students scientific conception, 9% almost scientific conception, 31% lack of knowledge (LK), 44% misconception (MSC) and 8% not understand (NU). Students' misconceptions were dominated by the concept of average speed and acceleration with the largest causative factor being preconception of 33%. This study recommends that follow-up studies not only identify misconceptions and causes from students but also need to identify causes as a basis for designing appropriate learning strategies]]>
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