Development of Three Tier Multiple Choice Diagnostic Test to Identify Misconception and Improve Critical Thinking Skill in Science Learning

Abstract

This research proposes to describe the development of a three-level multiple-choice diagnostic test (three-level multiple-choice diagnostic test) in science learning for elementary school students. The type of this study used was Sukmadinata Research and Development which consisted of a preliminary survey, model development, and model testing. This research subject was grade four with 161 students. Data collection techniques using observations, questionnaires, and tests. The data that has been collected was then analyzed quantitatively and qualitatively. Quantitative data analysis using paired sample t-test and qualitative analysis used the interactive model of Miles and Huberman. The outcomes demonstrated that the development of a three-stage multiple-choice diagnostic test in a diagnostic test instrument was effective in improving students 'critical thinking skills and was able to
analyze the level of students' understanding. The main test obtained ρvalue = 0.002> 0.05, so it can be concluded that H0 is rejected.