JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
368 - 392
http://jurnal.
id/index.
php/PMP DEVELOPMENT OF A FIVE-TIER DIAGNOSTIC TEST TO IDENTIFY STUDENTSAo MISCONCEPTIONS ON ELASTICITY AND HOOKEAoS LAW Syifa Salsabila Wibisana1*.
Maison1.
Ilham Falani1 Department of Science Education (Magister Pendidikan IPA).
Faculty of Teacher Training and Education.
Universitas Jambi.
Jl.
JambiAeMuara Bulian Km.
Mendalo Darat.
Muaro Jambi 36361.
Indonesia Email Corresponding: syifasalsabila1606@gmail.
DOI: https://dx.
org/10.
26418/jpmipa.
Abstract This study aims to diagnose students' conceptions and identify their sources related to elasticity and Hooke's law using a five-level multirepresentation diagnostic instrument.
A quantitative method with a research and development design was used involving 33 eleventh-grade students from SMA Negeri 13 Jambi City.
Data were collected through a 15-question multirepresentation test, interviews, and documentation.
Validity and reliability analysis using SPSS showed that the instrument was reliable (Cronbach's Alpha = The implementation of this research instrument showed that the average percentage of students' correct answers .
t Levels 1-.
was only 19.
9%, indicating low conceptual understanding.
Then, this study also identified students' misconceptions, which included 14 main types of misconceptions with an overall average percentage .
t Levels 1-.
6%, which is also categorized as low.
Personal thinking was identified as the main source of misconceptions, providing important insights for designing physics learning The uniqueness of this study lies in the application of a five-level diagnostic instrument to identify misconceptions and their sources, by finding that students' thinking is the main source.
The results of this study provide important implications for physics education, including targeted intervention strategies and increased conceptual clarity, which ultimately support the teaching and learning of basic physics concepts.
Keywords: Diagnostic Test.
Elasticity.
Five-Tier Test.
HookeAos Law.
Misconceptions INTRODUCTION understanding is essential for students to succeed in all academic disciplines.
Student misconceptions are correlated with poor academic performance and high dropout rates .
A strong understanding of physics is an important foundation for a nation's scientific and technological Received Revised Accepted : 2026-03-30
: 2026-04-14
: 2026-04-22
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
Physics is a science that studies knowledge systematically through careful observation and measurement .
Physics learning, which requires understanding hierarchical concepts to explain natural phenomena, is often considered challenging by students .
In the context of teaching, students are expected to understand the concepts of the material in depth, following the demands of the applicable curriculum .
Understanding physics concepts is crucial because it helps students learning, and strengthens connections between concepts .
However, many students have difficulty understanding complex physics concepts .
Therefore, identifying misconceptions is important in designing effective learning strategies to improve student Misconceptions in physics are a common challenge faced by students.
Students' misunderstandings of several scientific concepts, including physics, may result from misunderstanding fundamental issues .
Misconceptions are incorrect or mistaken understandings of physics concepts, usually based on everyday experiences or observations .
The misconceptions is very significant because they can hinder students' ability to understand more complex materials in the future and can even persist into higher education .
Therefore, learning must focus on eliminating misconceptions, which means that teachers must first diagnose before learning .
practical approach to addressing misconceptions must include the process of diagnosis, causes, and improvement .
One technique that can help diagnose students' misconceptions is using isomorphic test instruments .
Isomorphic tests can describe students' understanding of various modes of representation and measure students' skills in transferring knowledge from one context to another .
Several studies have shown that isomorphic tests can identify students with strong, weak, or concepts .
addition, diagnostic tests are also an important tool in identifying student These tests cover a variety of formats, ranging from regular multiple-choice tests to multitiered diagnostic tests such as four-tier and five-tier tests .
The five-tier diagnostic test measures understanding of physics concepts and provides in-depth insight into possible misconceptions.
This test includes five tiers: answers to questions, confidence levels in answers, reasons for answers, confidence levels in reasons, and student sources of information .
This test instrument allows understanding more deeply, providing a more accurate diagnosis of Previous studies on diagnosing student misconceptions have been widely conducted, such as research by .
, which analyzed misconceptions in direct current electrical circuit material in Vocational High School students in Kendari City using four-tier diagnostics.
Then, the research conducted by .
focused on identifying misconceptions and their Syifa Salsabila Wibisana.
Maison.
Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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causes using the five-tier fluid static test .
TFST) instrument in grade XI In addition, research by .
which focused on identifying student misconceptions using isomorphic instruments in Newton's law material.
However, there are still gaps in previous studies.
namely, the analysis of students' conceptual knowledge sources has not been identified, and a study conducted by .
focused on diagnosing students' conceptions of wave propagation material using a five-tier isomorphic instrument.
This study can describe the misconceptions experienced by students and the causes of misconceptions that occur in So, to fill the gap in previous studies, this study was conducted to diagnose students' conceptions and their causes in direct current electrical circuits using a five-tier multirepresentation instrument.
Based on the results of interviews conducted by researchers, common misconceptions students face include the belief that electric current 'runs out' after passing through a regarding voltage distribution in a Based on information from sources, it is known that in physics learning, several students still experience misconceptions about several materials, one of which is direct current electricity.
This can hinder the achievement of physics learning outcomes, such as students' ability to apply electrical concepts.
The causes of this misconception include students' initial understanding that is not quite right and limited teaching Generally, teachers identify these misconceptions roughly through discussions, observations, and exam results without detailed data.
In line with the results of preresearch interviews, according to .
, the causes of these misconceptions come from internal and external Internal factors include students not paying attention and not taking notes on the material presented by the teacher, students not studying before the test takes place, students being less careful in answering test memorizing material while studying without understanding the basic concepts of the material .
External factors include examples of questions given by teachers that are not varied enough, teachers are too quick in explaining the material, and books used by students are incomplete.
There are no practical activities that support learning .
Then, according to .
, students' thinking is the source of the most common Previous research primarily focused on developing diagnostic instruments to assess studentsAo conceptual understanding in various physics topics such as NewtonAos laws, energy, and motion.
However, studies specifically targeting Elasticity and HookeAos Law remain limited in scope and depth.
For instance, most existing multiple-choice formats or three-tier tests that only measure studentsAo final answers and levels of confidence without identifying the underlying causes of their misconceptions (Putra.
In contrast, the present research expands on these approaches by five-tier multirepresentation diagnostic instrument that not only measures studentsAo understanding of Elasticity and HookeAos Law but also investigates the Syifa Salsabila Wibisana.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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sources of misconceptions, such as intuitive reasoning errors and misinterpretation of representations .
This represents a significant improvement over previous works that merely focused on identifying misconceptions without analyzing their cognitive origins.
This research is urgently needed because misconceptions related to Elasticity and HookeAos Law are common and often hinder studentsAo ability to understand advanced physics concepts such as stressAestrain relationships, material properties, and energy in deformation.
Common misconceptions include the belief that the spring constant depends on the amount of load applied, or that the extension of a spring increases nonlinearly with force even within the elastic limit.
These misunderstandings indicate the need for a more detailed and structured diagnostic approach.
Teachers typically identify such conventional tests or classroom observations, which do not provide systematic data on studentsAo reasoning Therefore, this study aims to develop and implement a five-tier isomorphic diagnostic test Elasticity and HookeAos Law that can provide an accurate mapping of studentsAo conceptual understanding levels ranging from understanding, partial understanding, misconception, to lack of understanding while also identifying the specific sources of errors in studentsAo reasoning.
Through this instrument, teachers will gain deeper insights into studentsAo thought processes and be able to design more targeted learning interventions.
This research is expected to contribute significantly to physics education by providing a comprehensive diagnostic tool that enhances the identification of studentsAo conceptual structures in Elasticity HookeAos Law.
Ultimately, the findings will help studentsAo foundations, and minimize persistent misconceptions in mechanics-related METHOD This quantitative research design that relies on objective measurements and mathematical or statistical analysis of sample data.
The instruments used The consisted of students at SMA Negeri 13.
Jambi City.
The researcher used a purposive sampling technique to determine the research sample.
Purposive sampling is the deliberate selection of samples based on their ability to explain a particular theme, concept, or phenomenon .
The sample in this study was 33 eleventh-grade students of SMA Negeri 1.
Jambi City, from class XI Science 6.
The sample was selected based on the criteria of students taking physics lessons and having studied elasticity and Hooke's law.
This study began by identifying the problem through a literature review and preliminary study related to common student misconceptions about elasticity and Hooke's law.
This was followed by adapting an instrument to diagnose students' understanding of elasticity and Hooke's law.
The next stage was data collection and Syifa Salsabila Wibisana.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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quantitative data analysis, as well as The data collection techniques used in this study included misconception tests, interviews, and The test used was a five-level instrument on elasticity and Hooke's law consisting of 15 items.
Interviews were conducted with several students, especially those with low conceptual understanding .
The five-level multirepresentational instrument in this study consisted of conceptual questions related to elasticity and Hooke's law.
The guidelines or instructions were: at the first level, select an answer for each question.
the second level, determine your level of confidence in that answer.
at the third level, select a reason for the at the fourth level, determine your level of confidence in that reason.
and at the fifth level, provide an openended statement from the student .
that you used in your Table 1.
Presents the question grid in the multirepresentational instrument
Number of Item
Measured Aspects/concepts Number
Spring arrangement and oscillation period 1,2,3 Stress and strain relationships Force and spring constant in spring systems Elasticity characteristics and HookeAos Law
8,9,10
YoungAos Modulus
11,12,13
HookeAos Law in contextual applications 14,15 Table 1 presents a diagnostic question grid on a five-level multirepresentation instrument designed to measure students' understanding of elasticity and Hooke's Law.
The questions cover six main aspects:
spring structure and oscillation period .
, stress-strain relationship .
, force and spring constant in a spring system .
, elastic characteristics and Hooke's Law .
Young's Modulus .
, and Hooke's Law in contextual applications .
Each question understanding in depth by examining students' answers, beliefs, reasons, beliefs about reasons, and open-ended This instrument aims to detect student misconceptions by structured conceptual An instrument or measuring tool can be considered good if it meets validity and reliability requirements .
An instrument that is not valid and reliable can produce inaccurate and biased conclusions related to the condition of the subject being The instrument currently used by the researcher is qualitatively valid and reliable, or in terms of this research instrument is valid and reliable.
Therefore, in this study, construct validity will be measured.
The instrument validity classification can be seen in Table 2.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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Table 2.
Instrument validity classification r value 0,80 < rxy O 1,00 0,60 < rxy O 0,80 0,40 < rxy O 0,60 0,20 < rxy O 0,40 0,00 < rxy O 0,20 rxy O 0,00 Interpretation of Validity Very High High Enough Low Very Low Invalid Then, a reliability test is also carried out, which shows the level of firmness .
of a test.
A test is said to be reliable if the test results show a The analysis used to test reliability in this study is using Cronbach Alpha, which is found in SPSS software.
The following table presents the interpretation of reliability The categories of conception based on measurements using a filetier format instrument are as follows Table 4.
Table 3.
Interpretation of reliability values Reliability value 0,80 < r11 O 1,00 0,60 < r11 O 0,80 0,40 < r11 O 0,60 0,20 < r11 O 0,40 r11 O 0,00 Interpretation Very High Reliability High Reliability Medium Reliability Low Reliability Very Low Reliability Table 4.
Five-tier misconception decision categories No.
Decision Tier-1 Tier2 Tier-3 Tier4 SC (Scientific Conceptio.
Correct Sure Correct Sure Correct Sure Correct Correct Not Not Sure Correct Not Sure Not Not Sure Wrong Not Not Correct Correct Correct Correct LK (Lack of Knowledg.
Correct Wrong Wrong Wrong Correct Wrong Wrong Correct Correct Not Not Sure Not Not Sure Not Tier-5 (Open-ended Student Statemen.
Open-ended explanation scientifically consistent Explanation incomplete/ Explanation incomplete / uncertain Explanation incomplete / uncertain Explanation inconsistent / weak reasoning Explanation inconsistent / weak reasoning Explanation inconsistent / weak reasoning Explanation incomplete / guessing Explanation incomplete / guessing Explanation incomplete / guessing Syifa Salsabila Wibisana.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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No.
Decision Tier-1
Tier2
Tier-3
Tier4
Wrong
Sure
Wrong
Wrong
Wrong
Not Sure
Wrong
Not Sure
MSC
(Misconceptio.
Wrong Not Not Sure FP (False Positiv.
Correct Sure Wrong Sure FN (False Negativ.
Wrong Sure Correct Sure Wrong The data analysis conducted was construct validity through factor analysis and Cronbach's alpha The analysis in this study used IBM SPSS Statistics 23 software to conduct CFA tests .
nvolving Scree Plot and Rotated Component Matri.
and Cronbach's alpha reliability tests.
The Scree Plot and Rotated Component Matrix values are displayed in analyzing construct In the Rotated Component Matrix section, the construct validity value of an instrument is obtained.
The data analysis technique for student test results using the multi-representation ycu= Wrong Tier-5 (Open-ended Student Statemen.
Explanation incomplete / guessing Explanation incomplete / guessing Explanation incomplete / guessing Open-ended explanation reveals alternative Explanation shows misconception despite correct answer Explanation scientifically correct despite wrong answer elasticity instrument and Hooke's law in a five-level format is processed by processing the raw data, then by finding the correct value for tier 1, tiers 1 and 3, and then tiers 1-4.
For tier 1, if the answer is correct, the value is 1.
tiers 1 and 3, if the answer and reason are correct, the value is 1.
and for tiers 1-4, if all are correct, the value is 1.
tier 5, the causes of student misunderstandings can be identified .
pen statements of students who experience misunderstanding.
obtain the total correct value for each item in percent, the following equation can be used:
Oc ycIyaA y 100 A .
Oc ycIyaycIycOya Caption:
X = percentage.
SB = Correct score.
Oc = Number
RESULT AND DISCUSSION
The validation results in this study for construct validity used a factor analysis, namely confirmatory factor analysis using SPSS.
The results of the instrument validation by construct are presented in Table 5.
Table 5 shows that the loading value of each item in the instrument correlates strongly with its respective indicator Syifa Salsabila Wibisana.
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and construct.
The results of the Rotated Component Matrix analysis demonstrate the construct validity of the instrument through the Principal Component Analysis (PCA) test with Varimax rotation.
Table 5.
Validity of the construction of multirepresentation instruments for elasticity and Hooke's law
Rotated Component Matrixa
Component ITEM1
ITEM2
ITEM3
ITEM4
ITEM5
ITEM6
ITEM7
ITEM8
ITEM9
ITEM10
ITEM11
ITEM12
ITEM13
ITEM14
ITEM15
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
Rotation converged in 4 iterations.
Based on the analysis results.
Component 1 consists of ITEM1.
ITEM2.
ITEM3.
ITEM4, and ITEM5 with high factor loading values ranging 856 to 0.
959, indicating that these five items significantly contribute to the first component and have a strong relationship with the dimension they Component 2 consists of ITEM6.
ITEM7.
ITEM8.
ITEM9, and ITEM10 with factor loading values ranging from 0.
768 to 0.
924, showing that these items make a substantial contribution to the second component and are grouped consistently within the Meanwhile.
Component 3 consists of ITEM11.
ITEM12.
ITEM13.
ITEM14, and ITEM15 with factor loading values ranging from 0.
800 to 0.
884, indicating a strong contribution of these items to the third component.
Overall, the high factor loading values on each component .
ll above 0.
indicate that each item has good construct validity in measuring the intended dimensions.
The clear grouping of items into three components without significant crossloading further confirms that the instrument has a well-defined factor Varimax rotation helps maximize the interpretability of the results by distributing factor loading values clearly across components.
The rotation process also Syifa Salsabila Wibisana.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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convergence in 4 iterations, indicating the stability of the rotation solution and the optimal factor structure pattern.
Thus, this instrument can be considered valid for measuring the intended constructs because the items are logically and consistently grouped into each relevant component.
The results of the reliability test of the instrument using CronbachAos Alpha obtained from SPSS software are presented in the following Table 6.
Table 6.
Reliabilitas instrument multireprecentation elasticity and hookeAos law five Reliability Statistics Cronbach's Alpha N of Items Based on the results of the reliability test in Table 6 above, it is known that the Cronbach's Alpha value of the instrument consisting of 15 items 862 > 0.
60, meaning that the nine items or all question items on the isomorphic instrument of the direct current electrical circuit in the five-tier format are reliable or consistent, which is categorized as very high reliability.
The results of the implementation of the multireprecentation instrument of elasticity and hookeAos law in the fivetier format are in Table 7.
The data in Table 7 reveals the variation in the average percentage of correct answers of students based on the number of tiers The average percentage of correct answers at the first tier reached 73%, indicating that most students were able to answer conceptual questions correctly at the initial response level.
However, the average percentage decreased to 58.
3% for the first and third tiers, showing that fewer students were able to provide both correct answers and consistent reasoning.
Furthermore, the average percentage of correct answers across all four closed tiers reached 47.
7%, which indicates a further decrease when studentsAo comprehensively across all closedended tiers of the five-tier diagnostic Table 7.
Percentage of correct answers based on the number of tiers Item 1
Item 2
Only First Tier
(%)
All Four Closed Tiers (%) Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item First & Third Tiers (%) Syifa Salsabila Wibisana.
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Item 10
Item 11
Only First Tier
(%)
All Four Closed Tiers (%) Item 12
Item 13
Item 14
Item 15
73,6666667
58,3333333
47,6666667
Item
MEAN
This result shows that although students demonstrated relatively good performance at the first tier, their conceptual understanding became less consistent when reasoning and The decrease in percentages from the first tier to all four closed tiers indicates that some students who answered correctly at the initial level may still experience scientifically consistent understanding First & Third Tiers (%) across multiple representational and Nevertheless, because the percentage of correct answers across all four closed tiers was above 30%, studentsAo conceptual understanding can be categorized as If the data in Table 7 is represented as a graph illustrating the percentage of studentsAo correct answers at the first tier, first and third tiers, and all four closed tiers, the results will be as shown in Figure 1.
Figure 1.
Average percentage of correct scores for grade 11 students in phase F at State Senior High School 13 Jambi City The percentage of student conceptions in terms of False Negative.
False Positive.
Misconception.
Lack of Knowledge, and Scientific Conception is presented in the following table 8.
the 33 students who worked on the fivetier diagnostic test, 17.
4% or approximately 6 students were included in the lack of knowledge (LK) category on the material being tested.
Meanwhile, students categorized as having scientific conception reached 8% or approximately 17 students, indicating that more than half of the students demonstrated scientifically acceptable conceptual understanding.
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In addition, 21.
1% or approximately 7 students were included in the misconception category, 5.
0% or approximately 2 students were included in the false positive category, and 5.
or approximately 2 students were included in the false negative category.
Table 8.
Percentage of student conceptions reviewed from False Negative.
False Positive.
Misconception.
Lack of Knowledge, and Scientific Conception According .
, suggest using false positive and false negative probability estimates to evaluate the validity of test content.
To establish content validity, these proportions are recommended to be below 10%.
Based on the analysis results, the average proportion of false positive .
0%) and false negative .
8%) in this instrument were both below the suggested threshold, indicating acceptable content Furthermore, the proportion of misconception and lack of knowledge shows that some conceptual difficulties still exist, although the percentage of students with scientific conception was Based on the results of data processing on the diagnostic test that has been carried out, the misconception profile presented in Figure 2 was Figure 2.
Percentage of student conceptions reviewed from False Negative.
False Positive.
Misconception.
Lack of Knowledge, and Scientific Conception Based on the data, it can be seen that the highest percentage of misconceptions occurs in test item indicating that this item has the greatest proportion of students experiencing incorrect understanding.
Meanwhile, the lowest misconception Syifa Salsabila Wibisana.
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Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
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is found in test item number two, with a percentage of 17%.
Overall, the average misconception rate is 21.
which suggests that misconceptions are still relatively high among students.
In terms of the lack of knowledge category, the highest percentage is also observed in item number eight at 22%, while the lowest occurs in item number two at 14%, with an overall average of This indicates that, besides number of students also lack sufficient understanding of the concepts being For false negative responses, the highest percentage appears in item number eight at 7.
2%, while the lowest is in item number two at 4.
8%, with an average of 5.
Similarly, false positive responses are highest in item number eight at 6.
1% and lowest in item number two at 3.
7%, with an average of 5.
On the other hand, the scientific conception category shows the highest percentage in item number two at 60.
5%, indicating that most students answered correctly on this item.
The lowest percentage is found in item number eight at 38.
The overall average of scientific conception is 50.
8%, suggesting that only about half of the students According to .
, significant if they exceed 10% of the Therefore, in this study, misconceptions are present in all test items, as each item shows a percentage well above 10%, with the most critical occurring in item number 8.
The fifth tier, in the form of open-ended statements, serves as a source of qualitative information to further clarify studentsAo understanding when answering tiers 1 to 4.
Through these responses, students are able to express their reasoning, arguments, and thought processes more freely, allowing for a deeper analysis of whether their answers are based on correct scientific conceptions, partial understanding, misconceptions, or mere guessing.
Therefore, the data obtained from tier 5 provide important support in interpreting the results of the previous tiers and in identifying the underlying causes of studentsAo Figure 3.
Open-ended student statement The explanations, namely Scientifically distribution of Tier-5 .
pen-ended Consistent (SC).
Incomplete/Uncertain student statement.
across 15 items, (IU).
Weak or Inconsistent Reasoning categorized into seven types of (WR).
Guessing-Based (GB).
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Misconception (MC).
Misconception Despite Correct Answer (MC-CA), and Scientifically Correct Despite Wrong Answer (SC-WA).
Based on the data.
Scientifically Consistent explanations (SC) dominate most items, with percentages ranging from 7% to 60.
The highest value occurs in Item 2 .
5%), indicating that a large proportion of students are able to provide logically correct and scientifically accurate explanations.
However, the percentage decreases in several items, particularly Item 8 .
7%), suggesting that students explaining concepts correctly in Meanwhile.
Misconception (MC) relatively high across all items, ranging from 17% to 26%, with the highest value found in Item 8 .
%).
This indicates that a significant number of students still hold incorrect conceptual understandings, even when they are asked to explain their reasoning in an open-ended format.
The Incomplete or Uncertain (IU) category also shows a consistent presence, with values between 14% and 22%.
This suggests that many students have only partial understanding and are unable to fully articulate their reasoning.
On the other hand.
Weak or Inconsistent Reasoning (WR) Guessing-Based explanations (GB) contribute smaller proportions, generally below 7%, indicating that fewer students rely on weak logic or guessing when providing Additionally, categories MC-CA and SC-WA appear in smaller proportions, highlighting inconsistencies between studentsAo answers and their explanations.
MCCA indicates that some students arrive at correct answers but still hold incorrect reasoning, while SC-WA shows that some students actually understand the concept but fail to select the correct answer.
Overall, this table demonstrates that although scientifically correct explanations are incomplete understanding still play a significant role in shaping studentsAo It also highlights the importance of analyzing open-ended responses (Tier-.
to reveal deeper insights into studentsAo thinking processes beyond objective answers.
The results of the data analysis for student misconceptions were analyzed in the same way as the results of the analysis of correct answers.
However, the scoring was adjusted to the description of the misconception presented in Table 8 below.
Students who answered according to the misconception answer key received a score of 1, but those who did not receive a score of 0.
The assessment was adjusted to the description of the misconception .
Table 9.
Description of misconceptions of the topic of elasticity and Hooke's law.
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Based on the analysis presented in the table above, it was found that misconception descriptions in the topic of elasticity and HookeAos Law.
Code M1 represents the first type of misconception.
M2 represents the second type, and so on until M13, which represents the thirteenth type of Each item selection is written in the form .
, .
) which indicates the studentAos answer pattern.
For example, 1 (B.
C) in M1 means that the misconception occurs in question number 1, where students chose option B in tier 1 .
and option C in tier 3 .
This combination reflects a specific misunderstanding of the concept being tested.
Similarly, other codes group together answer patterns that indicate the same type of misconception across different items.
From this classification, it can be seen that studentsAo misconceptions are distributed across several subtopics, such as spring arrangement .
eries and paralle.
, elasticity properties.
HookeAos Law, and YoungAos modulus.
Each misconception code represents a consistent incorrect understanding that appears in multiple items with similar answer patterns.
Furthermore, based on the analysis of these misconception descriptions, the percentage of each misconception type can be calculated and then presented visually, as shown in the corresponding figure .
Figure X).
This percentage distribution helps to identify which misconceptions are most dominant among students and provides a basis for further instructional improvement.
Then, based on the analysis of the percentage is obtained as shown in Figure 4.
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Figure 4.
Percentage of descriptions of misconceptions based on the number of tiers Figure 4 illustrates the percentage of misconceptions about elasticity and HookeAos Law classified by the number of tiers (Only First Tiers.
First and Third Tiers, and All Four Tier.
across thirteen categories of misconceptions (M1 to M.
This figure shows a relatively uniform pattern in each tier distribution of misconceptions is consistent across different levels of Based on the data presented, the average percentage of misconceptions in the Only First Tiers category is 7.
Similarly, the average percentage in the First and Third Tiers category is also 7%, and the average percentage for All Four Tiers is 7.
These results misconceptions identified remains stable regardless of the number of tiers used in the analysis.
Overall, the percentage of misconceptions can be categorized as low, since the values are far below 30%.
This finding suggests that although misconceptions exist in various subtopics such as spring systems, elasticity properties.
HookeAos Law, and YoungAos modulus their overall proportion is not dominant.
However, the use of multi-tier diagnostic tests still plays an important role in identifying misconceptions more Even though the percentages appear similar, higher-tier analysis provides deeper insight into studentsAo reasoning and confidence levels, allowing for more accurate identification of misconceptions.
Research relevant to this study shows that misconceptions in physics are often consistent across different Similar patterns have been found in previous studies, where students tend to misunderstand fundamental relationships, such as the effect of spring arrangement or the role of material properties like YoungAos However, many earlier studies focused mainly on identifying Syifa Salsabila Wibisana.
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misconceptions without exploring their underlying causes.
The present study contributes to physics education by applying a multitier diagnostic approach to analyze studentsAo misconceptions in elasticity and HookeAos Law.
Although the fifth tier .
ource of conceptio.
is not included in this table, the overall exploration of studentsAo understanding compared to traditional assessments.
This approach enables educators to not only detect misconceptions but also better understand how students construct their knowledge.
The practical implication of this study is that teachers can design more effective instructional strategies by addressing specific misconceptions identified in each category.
For example, teachers can emphasize conceptual understanding of spring systems and material properties through problem-based learning.
Nevertheless, this study has limitations, as it is based on a limited dataset and focuses only on one topic in physics.
Therefore, further research is recommended to apply similar instruments to broader topics and larger populations, as well as to develop more practical tools, such as digital-based diagnostic systems, to facilitate faster and more efficient CONCLUSION This study successfully analyzed studentsAo misconceptions on the topic of elasticity and HookeAos Law using a multi-tier diagnostic approach.
The instrument applied in this study was studentsAo understanding in a structured manner misconceptions to be detected more The results showed that students still experienced difficulties in understanding key concepts, such as spring systems .
eries and paralle.
HookeAos Law, elasticity properties, and YoungAos A total of thirteen types of misconceptions (M1AeM.
were However, the overall average percentage of misconceptions 7%, which is categorized as low.
This misconceptions are present, they are not dominant among students.
Furthermore, the analysis based on the number of tiers (Only First Tiers.
First and Third Tiers, and All Four Tier.
This suggests that the distribution of misconceptions remains stable across different levels of Nevertheless, the use of multiple tiers is still important because it provides deeper insights into studentsAo reasoning and helps distinguish between lack of knowledge and true misconceptions.
Practically, this study contributes to physics education by providing a diagnostic framework that can help teachers identify specific misconceptions in elasticity and HookeAos Law.
With this information, teachers can design more targeted instructional strategies, such discussions to improve studentsAo However, this study has limitations, as it is based on limited data and focuses only on one topic.
Therefore, the results cannot be generalized to a wider population.
Future research is recommended to Syifa Salsabila Wibisana.
Maison.
Ilham Falani Development of A Five-Tier Diagnostic Test to Identify StudentsAo Misconceptions on Elasticity and HookeAos Law Jurnal Pendidikan Matematika dan IPA Vol.
No.
expand the use of this diagnostic instrument to other physics topics and larger samples, as well as to develop digital-based tools .
, web-based system.
to make the analysis more practical, efficient, and accessible.
REFERENCES