What do my students need? Deep analysis of student's individual cognitive ability using person diagnostic map
DOI:
https://doi.org/10.21067/mpej.v8i2.9900Keywords:
ersonal learning, Person diagnostic map, Conceptual understanding, Heat and temperatureAbstract
This research aims to evaluate students' conceptual understanding in the field of physics, focusing on the concepts of heat and temperature, using the Person Diagnostic Map (PKMAPs) approach. This method allows individual assessment of students' conceptual understanding, going beyond the limitations of conventional analysis methods that focus on groups. This research used a survey involving eight students from a private university in Yogyakarta, Indonesia. Data was collected through a multiple-choice test of 20 items, processed using Ms. Excel and Winsteps 4.6.1. The research results show that PKMAPs are effective in identifying individual student understanding, including detecting "correct" response patterns resulting from guessing or cheating, as well as "incorrect" response patterns caused by incompetence or inaccuracy. This information allows educators to determine appropriate teaching methods, including remediation, re-teaching, or enrichment, according to each student's individual needs. This research concludes that using the Person Diagnostic Map in the context of physics education provides a more personal and effective approach to analyzing students' conceptual understanding. This method provides deeper insight into students' individual strengths and weaknesses, facilitating more focused and effective learning planning.
Downloads
References
Astuti, I. A. D., Bhakti, Y. B., Prasetya, R., & Rahmawati, Y. (2023). Four Tier-Relativity Diagnostic Test (4T-RDT) to Identify Student Misconception. JIPF (Jurnal Ilmu Pendidikan Fisika), 8(1), 75–84. https://doi.org/10.26737/jipf.v8i1.3668
Atchia, S. M. C., Chummun, D., & Luckho, S. (2022). Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study. Journal of Biological Education, 1–18. https://doi.org/10.1080/00219266.2022.2100452
Atmaca Aksoy, A. C., & Erten, S. (2022). A Four-Tier Diagnostic Test to Determine Pre-Service Science Teachers’ Misconception about Global Warming. Journal of Baltic Science Education, 21(5), 747–761. https://doi.org/10.33225/jbse/22.21.747
Atmaja, I. M. D. (2021). Koneksi Indikator Pemahaman Konsep Matematika dan Keterampilan Metakognisi. NUSANTARA : Jurnal Ilmu Pengetahuan Sosial, 8(7), 2048–2056. https://doi.org/10.31604/jips.v8i7.2021.2048-2056
Ayu, S. M., Gustina, E., Sofiana, L., Wardani, Y., & Sukarelawan, Moh. I. (2023). Physical and psychological violence victimization scale in adolescents dating: Confirmatory factor analysis and Rasch model. International Journal of Evaluation and Research in Education, 12(1), 96–105. https://doi.org/10.11591/ijere.v12i1.22250
Dulger, M. H. (2017). Assessing the Validity of Multiple-choice Questions in Measuring Fourth Graders’ Ability to Interpret Graphs about Motion and Temperature. International Journal of Environmental and Science Education, 12(2), 177–193.
Fuchs, E., & Czarnocha, B. (2016). Teaching Research Interviews. In The Creative Enterprise of Mathematics Teaching Research (pp. 179–197). SensePublishers. https://doi.org/10.1007/978-94-6300-549-4_16
Istiyono, E., Shanti, M. R. S., Saepuzaman, D., Dwandaru, W. S. B., & Zakwandi, R. (2022). A Four Tier Web Based Assessment with Eight Categories Diagnostic. 2022 8th International Conference on Education and Technology (ICET), 190–196. https://doi.org/10.1109/ICET56879.2022.9990847
Jankvist, U., & Niss, M. (2018). Counteracting Destructive Student Misconceptions of Mathematics. Education Sciences, 8(2), 53. https://doi.org/10.3390/educsci8020053
Jumadi, J., Sukarelawan, Moh. I., & Kuswanto, H. (2023). An Investigation of Item Bias in the Four-Tier Diagnostic Test Using Rasch Model. International Journal of Evaluation and Research in Education (IJERE), 12(2), 622–629. https://doi.org/10.11591/ijere.v12i2.22845
Kusairi, S., Sutopo, .., & Suryadi, A. (2022). Utilizing Isomorphic Multiple-Choice Items to Diagnose Students’ Misconceptions in Force and Motion. New Physics: Sae Mulli, 72(4), 311–318. https://doi.org/10.3938/NPSM.72.311
Laliyo, L. A. R., Sumintono, B., & Panigoro, C. (2022). Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model. Heliyon, 8(3), e09126. https://doi.org/10.1016/j.heliyon.2022.e09126
Linacre, J. M. (2021a). A User’s Guide to WINSTEPS® MINISTEP Rash-model computer programs. Program Manual 4.8.0.
Linacre, J. M. (2021b). Winsteps® (Version 4.6.1) [Computer Software].
Onder-Celikkanli, N., & Tan, M. (2022). Determining Turkish high school students’ misconceptions about electric charge imbalance by using a four-tier misconception test. Physics Education, 57(5), 055010. https://doi.org/10.1088/1361-6552/ac68c1
Özmen, K. (2024). Health Science Students’ Conceptual Understanding of Electricity: Misconception or Lack of Knowledge? Research in Science Education, 54(2), 225–243. https://doi.org/10.1007/s11165-023-10136-3
Prodjosantoso, A. K., Hertina, A. M., & Irwanto, I. (2019). The Misconception Diagnosis on Ionic and Covalent Bonds Concepts with Three Tier Diagnostic Test. International Journal of Instruction, 12(1), 1477–1488. https://doi.org/10.29333/iji.2019.12194a
Puspitasari, A. D., Sukarelawan, Moh. I., Damayanti, E. N., Syifa, A., & Fitri, F. (2022). Model pembelajaran predict observe explain dalam edmodo untuk meningkatkan pemahaman konsep fisika di SMP: Analisis stacking. Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran Dan Aplikasinya, 13(1), 31–40. https://doi.org/10.12928/bfi-jifpa.v13i1.23204
Putri, N. L. S., Susanti, R. H., & Purnama, M. D. (2023). Improvement of elementary science learning outcomes using guided experimentation method. Journal of Environment and Sustainability Education, 1(2), 72–79. https://doi.org/10.62672/joease.v1i2.19
Siew, N. M., & Abd Rahman, M. S. (2019). Assessing the Validity and Reliability of the Future Thinking Test using Rasch Measurement Model. International Journal of Environmental and Science Education, 14(4), 139–149.
Soeharto, S., & Csapó, B. (2022). Exploring Indonesian Student Misconceptions in Science Concepts. Heliyon, 8(9), e10720. https://doi.org/10.1016/j.heliyon.2022.e10720
Soeharto, S., Martono, M., Hairida, H., Akhmetova, A., Arifiyanti, F., Benő, C., & Charalambos, C. (2024). The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis. Studies in Educational Evaluation, 80, 101319. https://doi.org/10.1016/j.stueduc.2023.101319
Sukarelawan, Moh. I., Jumadi, J., & Rahman, N. A. (2019). An Analysis of Graduate Students’ Conceptual Understanding in Heat and Temperature (H&T) Using Three-Tier Diagnostic Test. Indonesian Review of Physics, 2(1), 9–14. https://doi.org/10.12928/irip.v2i1.910
Sukarelawan, Moh. I., Jumadi, Kuswanto, H., Nurjannah, T., Hikmah, F. N., & Ramadhan, M. F. (2021). Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness. Jurnal Pendidikan Fisika Indonesia, 17(2), 86–93. https://doi.org/10.15294/jpfi.v17i2.27172
Sukarelawan, Moh. I., Puspitasari, A. D., Sulisworo, D., Kuswanto, H., & Jumadi. (2022). A shift in the conceptual understanding of physics students through the wright map. Jurnal Pendidikan Dan Pengajaran, 55(1), 127–141. https://doi.org/10.23887/jpp.v55i1.37155
Taban, T., & Kiray, S. A. (2022). Determination of Science Teacher Candidates’ Misconceptions on Liquid Pressure with Four-Tier Diagnostic Test. International Journal of Science and Mathematics Education, 20(8), 1791–1811. https://doi.org/10.1007/s10763-021-10224-8
Tene, T., Bodero-Poveda, E., Vique López, D., Vacacela Gomez, C., & Bellucci, S. (2024). Assessing the State of Modern Physics Education: Pre-test Findings and Influencing Factors. Emerging Science Journal, 8, 1–19. https://doi.org/10.28991/ESJ-2024-SIED1-01
Thohir, M. A., Sukarelawan, Moh. I., Jumadi, J., Warsono, W., & Citrasukmawati, A. (2021). The effects of instructional design based web course on pre-service teachers’ competencies. International Journal of Evaluation and Research in Education (IJERE), 10(1), 230–236. https://doi.org/10.11591/ijere.v10i1.20475
Wahyuni, B., Zainuddin, Z., Misbah, M., & Murshed, M. B. (2024). Character-based physics learning module through generative learning model: Student conceptual understanding. Journal of Environment and Sustainability Education, 2(1), 31–39. https://doi.org/10.62672/joease.v2i1.15
Wang, X.-M., Wang, S.-M., Wang, J.-N., Hwang, G.-J., & Xu, S. (2022). Effects of a Two-Tier Test Strategy on Students’ Digital Game-Based Learning Performances and Flow Experience in Environmental Education. Journal of Educational Computing Research, 073563312210951. https://doi.org/10.1177/07356331221095162
Yeo, J.-H., Yang, H.-H., & Cho, I.-H. (2022). Using A Three-Tier Multiple-Choice Diagnostic Instrument Toward Alternative Conceptions Among Lower-Secondary School Students in Taiwan: Taking Ecosystems Unit as An Example. Journal of Baltic Science Education, 21(1), 69–83. https://doi.org/10.33225/jbse/22.21.69
Yuhanna, W. L., Al Muhdhar, M. H. I., Gofur, A., & Hassan, Z. (2021). Self-reflection assessment in vertebrate zoology (Sravz) using rasch analysis. Jurnal Pendidikan IPA Indonesia, 10(1), 35–47. https://doi.org/10.15294/jpii.v10i1.25603
Zabidi, Z. M., Sumintono, B., & Abdullah, Z. (2022). Enhancing analytic rigor in qualitative analysis: developing and testing code scheme using Many Facet Rasch Model. Quality & Quantity, 56(2), 713–727. https://doi.org/10.1007/s11135-021-01152-4
Zhao, C., Zhang, S., Cui, H., Hu, W., & Dai, G. (2023). Middle school students’ alternative conceptions about the human blood circulatory system using four-tier multiple-choice tests. Journal of Biological Education, 57(1), 51–67. https://doi.org/10.1080/00219266.2021.1877777
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
