Analysis of students misconceptions using two-tier multiple choice diagnostic tests on acid-base material: Distractor analysis

Some students get initial concepts through experience gained in the surrounding environment. Students can also get initial concepts that do not follow the theory put forward by experts, which can be sourced from the internet. Then students can construct independently from the concepts found. Due to lack of understanding or limited information, sometimes students construct concepts different from those put forward by experts, which is referred to as misconception, which is referred to as misconception. This study aims to analyse misconception that occurs in second-year students at high school on acid-base topic. The misconception data were collected using the two-tier test diagnostic instrument and by interview. The distractor in each tier was analysed using the Rasch model. Participants in this study were 217 students from 2 schools in Boyolali district, School A and School B. Both school A and school B have adequate facilities. School A has high student input, but school B has intermediate. The results showed that overall, there are 29% of students experiencing misconceptions in a low category. At School B, 36% of students experienced misconception in a moderate category. According to the interview results, most School B students are less active during teaching and learning activities, and there is no variation in learning resources available. Then for School A students experiencing misconceptions, 27% is included in the low category. School A students were active during the teaching and learning process and had more varied reading sources, relying on teachers and school textbooks. The distractor analysis will describe in this discussion.