Sentot Kusairi, Sutopo, Ahmad Suryadi
Isomorphic multiple-choice items (IMCI) are a potential tool to diagnose students' misconcep- tions. This survey research aimed to identify the characteristics of students' responses on IMCI and diagnose students' misconceptions. The relationship between students' responses to diagnostic results and their success in solving open-ended items was also investigated. The IMCI consisted of nine multiple-choice items that were categorized into three IMCI groups according to the force and motion concepts covered in the questions. To evaluate the accuracy of IMCI diagnosis, an open-ended problem was also developed. Referring to their responses to the IMCI, students were classified into three groups: those who understand the concept, those who hold misconceptions, and those who are inconsistent. It was found that students who understand the concept well also demonstrated a high ability to solve the open-ended problem as shown by the average score of those students, which was the highest among the groups. The isomorphic scores were correlated sig- nificantly with open-ended scores, while conventional scores did not show any significant correlation. © 2022 The Korean Physical Society. All rights reserved.
Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, 65145, Indonesia; Department of Physics Education, Faculty of Education and Teacher Training, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, 15412, Indonesia