1 Teknik-teknik Mendeteksi Miskonsepsi

8/9/2019 1 Teknik-teknik Mendeteksi Miskonsepsi

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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.pdf


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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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