<![CDATA[Abstract This study aims to develop and examine the validity of a gamification-integrated Two-Tier Diagnostic Quiz to identify elementary school students’ misconceptions in IPAS learning, particularly on hydrological cycle and social interaction concepts. The study addresses the limitations of conventional assessments that often fail to distinguish students with genuine conceptual understanding from those who answer correctly due to guessing. A mixed methods approach with a convergent parallel design was employed. The participants consisted of 50 fifth-grade students from SDIT Citra Insani, Cikarang Utara District, selected through purposive sampling. The instrument comprised 30 two-tier diagnostic items consisting of answer choices and conceptual reasoning, validated through expert judgment and empirical testing. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined through thematic coding of in-depth interviews. The results revealed a significant positive correlation between answers and conceptual reasoning ( , ), indicating adequate construct validity of the instrument. Theoretical misconceptions emerged as the most dominant type, particularly in mixture separation (28.6%) and disaster mitigation (24.0%) concepts. The instrument successfully identified false positive and false negative student profiles that are typically overlooked by single-tier assessments. Furthermore, the integration of gamification reduced test anxiety and enhanced student engagement. This study contributes a valid, adaptive, and precise diagnostic assessment tool to support early detection of cognitive barriers and the development of targeted remedial instruction in elementary IPAS learning. Penelitian ini bertujuan untuk mengembangkan dan menguji validitas instrumen Two-Tier Diagnostic Quiz terintegrasi platform gamifikasi dalam mengidentifikasi miskonsepsi siswa sekolah dasar pada materi IPAS, khususnya konsep siklus hidrologi dan interaksi sosial. Penelitian dilatarbelakangi oleh rendahnya akurasi asesmen konvensional yang belum mampu membedakan siswa yang memahami konsep secara ilmiah dengan siswa yang menjawab benar akibat faktor tebakan. Penelitian ini menggunakan pendekatan metode campuran (mixed methods) dengan desain convergent parallel. Subjek penelitian terdiri atas 50 siswa kelas V di SDIT Citra Insani, Kecamatan Cikarang Utara, yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa 30 butir soal diagnostik dua tingkat yang divalidasi melalui expert judgment dan uji coba empiris. Analisis data dilakukan secara kuantitatif menggunakan statistik deskriptif dan korelasi Pearson serta secara kualitatif melalui thematic coding hasil wawancara. Hasil penelitian menunjukkan adanya korelasi positif dan signifikan antara jawaban dan alasan konseptual dengan nilai dan . Miskonsepsi teoretik menjadi bentuk kesalahan yang paling dominan, terutama pada konsep pemisahan campuran (28,6%) dan mitigasi bencana (24,0%). Instrumen ini juga berhasil mengidentifikasi profil siswa false positive dan false negative yang tidak terdeteksi oleh asesmen satu tingkat. Integrasi gamifikasi terbukti menurunkan kecemasan tes dan meningkatkan keterlibatan siswa. Penelitian ini memberikan kontribusi berupa instrumen diagnostik yang valid, adaptif, dan presisi sebagai dasar perancangan pembelajaran remedial IPAS di sekolah dasar.]]>
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