Dian Novita, Suyono, Suyatno
This research aims to analyze the pre-test and post-test results after being given gradual test instruments to students. The method used in this research is a mixed method, a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out simultaneously. The instrument used is a worksheet that was developed based on the representation-metacognitive reinforcement conceptual change model (R-MR CCM). Four students experienced misconceptions during the pre-test and, after being given a gradual test instrument, were able to reduce the misconceptions to appropriate conceptions. There was one student who experienced misconceptions during the pre-test and, after being given the gradual test instrument, still experienced misconceptions, and There was one student who had an appropriate conception during the pre-test but experienced misconceptions during the post-test. Based on the number of pre-test and post-test results, the gradual test instrument is still stated to reduce misconceptions, but educators also have an important role in directing students so that they do not experience misconceptions when working on the test instrument. © 2024 Author(s).
Chemistry Department, Faculty of Mathematics and Natural Sciences, State University of Surabaya, East Java, Surabaya, Indonesia
