<![CDATA[This study aims to develop and validate a multi-tier diagnostic instrument designed to recognize high school students' misconceptions about the concepts of wave frequency and period. The instrument development process followed the 3D+1I methodology, which consists of the steps of Definition, Design, Development, and Implementation. The participants involved were 59 second-year Bantenese students (22 boys and 37 girls), with an average age of about 16 years. The designed instrument consisted of seven questions and was analyzed using the Rasch model to assess its validity and reliability. The analysis using Winstep 3.7.3 shows that the instrument has good psychometric properties: person reliability (0.81–0.85), item reliability (0.88), and Cronbach’s Alpha (0.84). The instrument also demonstrates a good spread of item difficulty (logit range: -0.65 to 0.73) and excellent discriminating power (PT-Measure Corr: 0.65–0.77). This instrument provides a practical tool for teachers to identify specific misconceptions in frequency and period concepts, enabling the design of targeted remedial instruction and improving the effectiveness of physics teaching.]]>
Copyrights © 2026
