Analysis of Students’ Misconception and Strategic Thinking Skill on Parabolic Motion Material Using Two-Tier Multiple Choice Items Instrument

Abstract

This study aims to develop an instrument test in the form of two-tier multiple-choice items that can be used to analyze students’ misconceptions and measure students’ strategic thinking skills. This research uses the research and development method with the ADDIE model. The resulting test instrument has ten questions that refer to indicators of strategic thinking skills. The results of the validation of the average score of 89.20% with very good criteria. The results of the Rasch Model analysis report that the test instrument that has been developed is declared feasible with acceptable criteria, all items that have been developed have reliability in the good category, and all items that have been developed are valid. The results of the Rasch Model analysis are also informed that in the implementation of the test, it is implausible that cheating, carelessness, and lucky phenomena will occur when doing the test. The results of the Rasch Model analysis also group students into three, namely high, medium, and low abilities, which convey information on students’ strategic thinking skills. The analysis results showed that 13.64% of students understood the overall concept of parabolic motion, 69.32% of students had misconceptions about the parabolic motion material, and 11.36% of students did not understand the parabolic motion material at all. The remaining 5.68% cannot be predicted with certainty whether the student understands, has misconceptions, or does not understand at all. This study concludes that the two-tier multiple choice items instrument developed is valid, reliable, and feasible to be used in analyzing students’ misconceptions and measuring students’ strategic thinking skills on parabolic motion material.