The Development of a Four Tier-Based Diagnostic Test Diagnostic Assessment on Science Concept Course

Abstract

Abstract A learning success could be seen from the material mastery and conceptual understanding inculcation obtained by the students. To find out how students’ misconceptions occur, it could be done by developing a diagnostic assessment. This research aims to develop and describe the instrument validity of the four-tier diagnostic test for diagnosing misconceptions by the Primary School Teacher Education program of Universitas Muria Kudus on Science Concept course. This research applies the Research and Development design. It consists of a preliminary study, diagnostic test development, and diagnostic test validation. This article discusses the development and four-tier diagnostic test instrument validation results. The developed instrument consisted of 40 question items. They were Physics and Biology materials. The validation stage involved content and face validities. The expert judgment results showed an average score of 93.09, with very valid criterion. Thus, the four-tier based diagnostic test was valid and could be implemented. The reliability calculation obtained the r-count score = 0.698, while the r-table score = 0.514. The r-count is higher than r-table, then the instrument was reliable. It showed that the instrument was valid and reliable and could be implemented for the students of Primary School Teacher Education. Based on the validation result, the Four-Tier based diagnostic test was valid and reliable to apply for diagnosing the students’ misconceptions in science concept course. Faculty of Universitas Muria Kudus that allowed us to conduct this research. Thanks to the executive team for assistance.