Development of Questionnaire to Evaluate Students’ Perception about Real and Virtual Refutational Laboratory: A Rasch Measurement Approach
DOI:
https://doi.org/10.26618/jpf.v11i1.9228Keywords:
misconception, questionnaire, rasch model, real laboratory, virtual laboratoryAbstract
This study aims to develop the questionnaire of students’ perception about the real and virtual refutational laboratory which is a misconception remediation method adapted from refutation text using a new approach i.e., laboratory. This study was a quantitative description that involved 53 students (12 males and 41 females) chosen using purposive sampling. The students were initially given a trial questionnaire after receiving a misconception remediation treatment using a real and virtual laboratory method in different classes. The validity and reliability of the instrument were analyzed using Rasch Model. The analysis result reveals that the Cronbach's alpha was 0.61 (enough category), the item reliability was 0.82 (good category) and the person reliability was 0.31 (less variance in students' answers). Meanwhile, based on the validity test, the raw variance was obtained from measures of 29.4% reaching the minimum criteria range of 20%. The Differential Item Function (DIF) test based on gender results revealed that an item was biased (p=0.0435), whereas, there is no biased instrument based on the kind of class in the Differential Item Function test study. The analysis demonstrates that after correcting and deleting some items that did not match based on its criteria, this instrument may be used to gather information on students’ perception regarding the implementation of laboratory learning methods or the like in a valid and reliable way by the researchers and teachers.References
Barma, S., Daniel, S., Bacon, N., Gingras, M.-A., & Fortin, M. (2015). Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms. International Journal of Serious Games, 2(2), 69-88. https://doi.org/10.17083/ijsg.v2i2.66
Bhansali, A., Angstmann, E., & Sharma, M. D. (2020). Aeq-physics : A valid and reliable tool to measure emotions in physics. Proceedings of The Australian Conference on Science and Mathematics Education, 93-98.
Cuadros, J., Serrano, V., Garcia-Zubia, J., & Hernandez-Jayo, U. (2021). Design and Evaluation of a User Experience Questionnaire for Remote Labs. IEEE Access, 9, 50222–50230. https://doi.org/10.1109/access.2021.3069559
Cui, J., & Yu, S. (2019). Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps. British Journal of Educational Technology, 50(5), 2308–2328. https://doi.org/10.1111/bjet.12841
Finstad, K. (2010). The usability metric for user experience. Interacting with Computers, 22(5), 323–327. https://doi.org/10.1016/j.intcom.2010.04.004
Garcia-Zubia, J., Orduña, P., Angulo, I., Hernandez, U., Dziabenko, O., Lopez-Ipiña, D., & Rodriguez-Gil, L. (2011). Application and user perceptions of using the WebLab-Deusto-PLD in technical education. Conference 1st Global Online Laboratory Consortium Remote Laboratories Workshop, 1-6. https://doi.org/10.1109/GOLC.2011.6086780
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Harman, G., Cokelez, A., Dal, B., & Alper, U. (2016). Pre-service science teachers’ views on laboratory applications in science education: The effect of a two-semester course. Universal Journal of Educational Research, 4(1), 12–25. https://doi.org/10.13189/ujer.2016.040103
Haryono, H. E., Aini, K. N., Samsudin, A., & Siahaan, P. (2021). Comprehensive teaching materials based on cognitive conflict strategies to reduce misconception of calories for junior high school students. Jurnal Pendidikan Fisika, 9(3), 221–230. https://doi.org/10.26618/jpf.v9i3.5224
Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115–135. https://doi.org/10.1080/0022027980280201
Idris, M., Izmaimusah, D., & Ahmad. (2021). Instrument development of mathematics learning outcomes by the rasch model in elementary school to support the implementation of the 2013 curriculum. Jisae: Journal of Indonesian Student Assesment and Evaluation, 7(2), 88–102. https://doi.org/10.21009/jisae.v7i2.21830
Kreiner, S. (2007). Validity and objectivity: Reflections on the role and nature of Rasch models. Nordic Psychology, 59(3), 268–298. https://doi.org/10.1027/1901-2276.59.3.268
Lem, S., Baert, K., Ceulemans, E., Onghena, P., Verschaffel, L., & Dooren, W. V. (2017). Refutational text and multiple external representations as a method to remediate the misinterpretation of box plots. Educational Psychology, 37(10), 1281–1300. https://doi.org/10.1080/01443410.2017.1333574
Liu, G., & Fang, N. (2016). Student misconceptions about force and acceleration in physics and engineering mechanics education. Internasional Journal of Engineering Education, 32(1), 19–29.
Lutasari, S., & Kartowagiran, B. (2019). Developing instruments for student performance assessment in physics practicum: a case study of state senior high school of Magelang. International Online Journal of Education & Teaching, 6(1), 104–114.
Marton, F., & Pang, M. F. (2008). The idea of phenomenography and the pedagogy of conceptual change. In International handbook of research on conceptual change. Routledge.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science education, 66(2), 211-227. https://doi.org/10.1002/sce.3730660207
Rasmitadila., Aliyyah, R. R., Rachmadtullah, R., Samsuddin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of primary school teachers of online learning during the covid-19 pandemic period : A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
Saputra, I. G. P. E., Sejati, A. E., & Nurazmi, N. (2021). Development of virtual laboratory system using EWB and zoom cloud in dynamic electricity practicum as a learning solution in the covid-19 pandemic. Jurnal Pendidikan Fisika, 9(3), 262–272. https://doi.org/10.26618/jpf.v9i3.6066
Setiyoaji, W. T., Supriana, E., Latifah, E., Purwaningsih, E., & Praptama, S. S. (2021). The effect of learning simulation media on the students’ critical thinking skills in vocational school during online learning in the covid-19 pandemic. Jurnal Pendidikan Fisika, 9(3), 243–252. https://doi.org/10.26618/jpf.v9i3.5681
Sinatra, G. M. (2022). Motivational and emotional impacts on public (mis) understanding of science. Educational Psychologist, 57(1), 1–10. https://doi.org/10.1080/00461520.2021.1975121
Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–6. https://doi.org/10.29333/EJMSTE/7893
Soeharto, Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247–266. https://doi.org/10.15294/jpii.v8i2.18649
Soeharto, S. (2021). Development of a diagnostic assessment test to evaluate science misconceptions in terms of school grades : A Rasch measurement approach. Journal of Turkish Science Education, 18(3), 351–370. Doi: 10.36681/tused.2021.78
Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata Publishing House.
Tabatabaee-Yazdi, M., Motallebzadeh, K., Ashraf, H., & Baghaei, P. (2018). Development and validation of a teacher success questionnaire using the rasch model. International Journal of Instruction, 11(2), 129–144. https://doi.org/10.12973/iji.2018.11210a
Tumanggor, A. M. R., Supahar, S., Ringo, E. S., & Harliadi, M. D. (2020). Detecting students’ misconception in simple harmonic motion concepts using four-tier diagnostic test instruments. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 21–31. https://doi.org/10.24042/jipfalbiruni.v9i1.4571
Yunitasari, R., & Hanifah, U. (2020). Pengaruh pembelajaran daring terhadap minat belajar siswa pada masa covid 19. Edukatif : Jurnal Ilmu Pendidikan, 2(3), 232–243. https://doi.org/10.31004/edukatif.v2i3.142
Downloads
Additional Files
- Untitled
- Untitled
- Development of Questionary to Evaluate Student Perception about Refutational Laboratory in Real and Virtual; A Rasch Measurement Approach
- Development of Questionary to Evaluate Student Perception about Refutational Laboratory in Real and Virtual; A Rasch Measurement Approach
- Development of Questionary to Evaluate Student Perception about Refutational Laboratory in Real and Virtual; A Rasch Measurement Approach
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
