Identification and remediation of misconceptions using three-tier diagnostic test based on CRI and literacy worksheet Available to Purchase

Misconceptions arise when students’ understanding differs from the experts’ understanding and existing basic concepts. The term misconception is revealed in some studies in the field of education, it is because misconceptions have a big impact if not addressed. This research was conducted to identify and remediate misconceptions in work and energy material. The instrument used to identify student misconceptions is a three-tier diagnostic test instrument based on Certainly of Response Index (CRI) that is tested through online tests based on web application diagnostic test, while the misconception remediation media used is a simple student’s literacy worksheet. This research was conducted at SMA Negeri 1 Kutowinangun using mixed methods and the explanatory sequential design. The three-tier diagnostic test instrument test states it is suitable for use based on tests of validity, reliability, difficulty, and item discrimination. The results of the identification of misconceptions showed that in work and energy materials had a misconception of 45.1%, 44.29%, 40.71%, 42.57%, and 36.67% for indicators in understanding work, kinetic energy, potential energy, work-energy relation, and mechanical energy, respectively. The remediation process is carried out after obtaining data analysis of student misconceptions on each material indicator. The process uses remediation media based on scientific approaches and self-literacy that have been tested previously with content aspects of 82.4% and functional aspects of 77.92%. The decrease in misconceptions after remediation using literacy worksheet was 11.96%, which was a decrease from the initial score of 43.48% to 31.52%. The Three-tier Diagnostic Test instrument used can identify misconceptions in the work and energy materials and remediation using these media can reduce misconceptions in this materials.