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TEKNIK-TEKNIKMENDETEKSI MISKONSEPSI
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Memberi Tes Diagnostik
Memberi Tugas Terstruktur (mandiri atau Kelompok)
Memberi pertanyaan tertulis terbuka, terbalik, dan
kaya dengan kontens
Mengoreksi langkah-langkah dalam penyelesaian
soal
Mengajukan pertanyaan terbuka secara lisan
Mewawancarai dengan menggunakan kartu
pertanyaan
Teknik Deteksi Miskonsepsi dalam
Pembelajaran isika!
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Tes Diagnostik
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WHY USE CONCEPTUAL
DIAGNOSTIC TESTS?
To assess how well students
understandkey concepts in aknowledge field prior to, during, and
after instruction.
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WHAT IS A CONCEPTUAL
DIAGNOSTIC TEST?
A test with items in a multiple-
choice or short-answer format that
has been designed with common
misconceptions in mind.
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WHAT IS INVOLVED (diperlukan)?
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"ecara etimologis, diagnostik diambil daribahasa #nggris $diagnostic. Bentuk kata
kerjanya adalah $to diagnose, yang artinya
to determine the nature of disease (Penyakit)
from observation of symptoms (gejala).Mendiagnosis berarti melakukan observasi
terhadap penyakit tertentu, sebagai dasar
menentukan macam atau jenis penyakitnya!
Tes diagnostik sengaja dirancang sebagai
alat untuk menemukan kesulitan belajar
yang sedang dihadapi siswa!
Definisi
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Definisi
#n education, the phrase diagnostictest re%ers to a teacher&s tool that
enables the teacher to assess or
measure student&s le'els in terms o%skillsand knowledge!
#t enables the teacher to know thestrong and weak pointso% a student
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Diagnostic testing is indi'idually
administered tests designed to
identi%y weaknessesin the learning
processes!
sually these are administered by
trained pro%essionals and are usuallyprescribed %or elementary, sometimes
middle school, students
Definisi..
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Assessment Purposes
To reveal (mengungkapkan)the misconceptions
students bring as prior knowledge to a
class.
To measure the conceptual gains (penambahan)
of a class as a whole.
To identify concepts that are weak areas ofunderstanding.
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Assessment Purposes.
asil tes diagnostik dapat digunakan sebagai dasar
penyelenggaraan pengajaran yang lebih cocokdengan kemampuan siswa sebenarnya, termasuk
kesulitan-kesulitan belajarnya!
Tes ini dilakukan apabila diperoleh in%ormasi
bahwa sebagian besar peserta didik gagal dalammengikuti proses pembelajaran pada mata
pelajaran tertentu!
asil tes diagnostik memberikan in%ormasi tentang
konsep-konsep yang belum dipahami dan yangtelah dipahami! *leh karenanya, tes ini berisi
materi yang dirasa sulit oleh siswa, namun tingkat
kesulitan tes ini cenderung rendah!
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+rueckner Melby menyatakan, $Tesdiagnostik digunakan untuk
menentukan elemen-elemen dalam
suatu mata pelajaran yang mempunyaikelemahan-kelemahan khusus dan
menyediakan alat untuk menemukan
penyebab kekurangan tersebut$
(./012)!
Assessment Purposes..
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Limitations of Diagnostics Test
To develop reliable and valid conceptual
diagnostic tests is a major, long-term
undertaking.
Only a limited number of such tests are
currently available, and those may not
match your course goals.
Your field may be one in which no such
tests have been developed.
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Teaching Goals through
Diagnostics Test
Learn conceptsand termsof a subject.
Develop higher-level thinking skills,strategies, and habits.
Recognize common misconceptions in
order to avoid or change them.
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Suggestions for Researchers
Well-established conceptual diagnostic tests (such as the Force
Concept Inventory in physics) are: research-grounded, normed
with thousands of students at diverse institutions, the product of
many hours of interviews to validate distractors, and subjected
to intense peer review.
Individual faculty are unlikely to match such efforts. You can
adopt a test, but you must follow the guidelinesfor its use for
the results to be valid and reliable.
Generally that means that you give the assessment as a pre- and
post-test, secure the tests, give enough time so that all students
can complete all questions, state that it is a diagnostic test and
has no effect on grades, and give all items in the order presented
on the instrument.
1. Adopt already-developed, field-tested instruments
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Suggestions for Researchers..
3ou may not wish to gi'e a complete instrument %or your
classroom assessment! #nstead, you can gi'e selected
items %rom a well-de'eloped instrument (below %igure) !
. !dopt already"developed test items
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Suggestions for Researchers..
4hile you cannot compare your results to those normed %rom
the complete instrument, this limited use may better match
your course goals!
. !dopt already"developed test items#
The main advantage with this process is that you can match questions
closely to your course goals.
You can try out one or two questions at a time; this method will take
very little class time and gives you the chance for immediate revision
based on feedback from the class.
Over a few semesters you can build up a bank of well-constructed
items. However, you really need to investigate the research literature
before you take this path.
3. Develop your own conceptual diagnostic questions
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Step-by-Step to Develop Test
!+ased on your e5perience or course goals, and perhaps a consensus o%
your colleagues, make a list o% the most important concepts in yourcourse!
6!7heck the misconceptions literature in your discipline to see i% the
research has re'ealed any misconceptions related to your key
concepts!
2!#% you don8t %ind any e5plicit research materials, re%lect on your own
e5perience as a student and instructor! # ha'e %ound, %or instance,
that most o% the concepts #8'e identi%ied as 9key$, my students
identi%y as 9di%%icult$: %ocus then on these!
;!#% you %ind a diagnostic test already a'ailable in your discipline,
re
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>!ollow the de'elopers8 protocol %or gi'ing the test e5actly! 7ontact
them i% you ha'e any
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/! The best use o% a diagnostic test is as a preBpost assessment! 3ou do
not ha'e to wait until the end o% the semester to gi'e a post test: youcan gi'e it right a%ter instruction on a coherent instructional unit! #%
possible, you should obtain a standard item analysis, so you can check
%or problems with the test as a whole or with indi'idual items!
.! *ne way to
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!enis Tes Diagnostik
$orce %oncepts &nventory (7#) untuk konsep Gaya
(estenes 4ells, ..6):
Mechanics 'iagnostic est (MDT) untuk bidang
mekanika (estenes alloun! ./>):
the Md *ave 'iagnostic jian (4DT) untukkonsep gelombang (4ittmann, ..?):
!stronomy 'iagnostic est (@DT) untuk bidang
astronomi (u%nagel et al! 6FFF):
'iagnostic t+o"tier estuntuk *ptik Geometri(7hung et al! 6FF6): dan
he 'ynamics %oncept &nventory (D7#) untuk
bidang Dinamika (Gary H! Gray, 6FF>)!
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he est of &mage $ormation by ptical -eflection
(T#*I) untuk bidang optik (7hung-7hih 7hen,et!al
6FF6)
he +o"iered ptics Misconception (TT*M)
untuk bidang optik!the orce Motion 7oncept J'aluation (M7J),
!enis Tes Diagnostik.
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%ontoh () $orce %oncept of &nventory ($%&)
ntuk melihat contoh tes diagnostik 7#
%lick here
http://var/www/apps/conversion/tmp/scratch_1/Appendix%20A%20FCI%20and%20FMCE%20test.pdfhttp://var/www/apps/conversion/tmp/scratch_1/Appendix%20A%20FCI%20and%20FMCE%20test.pdfhttp://var/www/apps/conversion/tmp/scratch_1/Appendix%20A%20FCI%20and%20FMCE%20test.pdf8/9/2019 1 Teknik-teknik Mendeteksi Miskonsepsi
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%ontoh (/) he +o"iered ptics Misconception (TT*M)
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%ontoh (/) he +o"iered ptics Misconception (TT*M)!!
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%ontoh (/) he +o"iered ptics Misconception (TT*M)!!
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%ontoh (/) he +o"iered ptics Misconception (TT*M)!!
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