The Five-Tier Multiple Choice Instruments in Parabolic Motion for Assessing Concept Understanding of High School Students

One purpose of physics learning in the 2013 Curriculum was achieved an understanding of the concepts in each physics material. In facts, the teacher had not assessed the students’ concepts understanding, there were no instruments for assessing concept understanding at school and there were misconceptions about the parabolic motion. The solution that can be used to answer this problem was made a five-tier multiple-choice instrument on parabolic motion which was valid and practical to used for assessing concepts uderstanding. This research was development research using the Plomp model which was conducted until the prototype phase. The research began with preliminary research stage. At this stage, giving questionnaires to teachers and a journal analysis was conducted regarding understanding concepts of student on parabolic motion. Then, the research continued with the prototype phase stage was developed five-tier a multiple-choice instrument and determine the validity and practicality of developed product. Based on preliminary research result, it was found that the teacher had not assessed the students’ concepts understanding, there were no instruments for assessing concept understanding at school and there were misconceptions on the parabolic motion. In the development or prototyping phase, produced a five-tier multiple-choice instrument for parabolic motion and conclusions was obtained that the five-tier multiple-choice instrument on parabolic motion was valid and practise to use for assessing the understanding of the concepts of high school students. Therefore, the five-tier multiple choice instrument in parabolic motion can be used in schools for improving students’ concept understanding, especially in parabolic motion.


Introduction
The development of the era that we know as the era of the industrial revolution 4.0 has been felt by the world which is marked by the increasing demands for human quality.Quality humans are humans who have a strong foundation in terms of knowledge and skills [1].Through the knowledge and skills possessed, humans will be able to compete in the dynamic development of the times.The formation of quality human resources can be formed through education According to Law No. 20 of 2003, education entails a deliberate and intentional effort to create a learning environment and process of learning so that students actively develop their potential to have religious spiritual abilities, selfcontrol, personality, intelligence, noble character, and skills needed by themselves, the community, and the world at large.Therefore, a solid grasp of learning ideas is important for student to realize their full potential so that the knowledge gained can have meaning and can be used in everyday life and adapt to the times.
One of the lessons learned in high school is learning physics.According to [2] physics is one part of science which includes taking a role in achieving the goals of National Education, which is a science that arises from and is developed through scientific stages.Physics is a science that is used as the basis for having a relationship with the properties of objects [3].The highest achievement in learning physics according to [4] and [5] is when students understand the concept of physics which consists of facts, concepts, theories, principles and laws contained in each physics subject matter.It can be inferred that comprehending the physics notion is an individual's thought process in mastering the concept of physics and being able to interpret it in simple language and applied in life [6].In achieving this achievement, the government has tried to improve the learning system by developing a curriculum, namely the 2013 curriculum.Students are expected to fully comprehend the concept in physics lessons and use it in carrying out their lives.So that the concept understanding you have can be fully optimized to compete in the 4.0 revolution era.
Based on preliminary research findings in the field through observations, interviews and literature studies on learning of physics, it was found that the conditions occurring in the field were not consistent with the anticipated requirements of the 2013 curriculum.The first problem of learning physics the lack of student comprehension of physics is evident in the field, especially on the parabolic motion.This problem is also supported by research conducted by [6] which states that concept understanding of students in parabolic motion is low because students memorize formulas more than they understand concepts.The second problem found is the occurrence of misconceptions in the parabolic motion.This problem has also been presented by research conducted by [7,8,9] which states that students experience misconceptions about parabolic motion.The third problem found was the unavailability of a test of diagnostic instrument to assess concept understanding of students in parabolic motion obtained from the physics teacher's answers at school.Therefore, one solution that can be done to overcome the problems found is through the development of a test of diagnostic instrument to assess concept understanding of students and find out the misconceptions that occur in students for parabolic motion.
Cocept understanding is the main target in learning physics.Cocept understanding According to Permendikbud No. 23 of 2016 is defined as the stage for collecting and processing data to see the abilities achieved by students.In concept understanding of students often experience misconceptions [10] which can interfere with the achievement of student understanding [11].According to [12] and [13] suggest that misconceptions are concepts that are obtained but are not in accordance with scientific concepts put forward by experts.In science, misconception is defined as a misunderstood concept in learning [14], while misconception in daily human activities is defined as a mismatch in understanding concepts in the experience gained [1]. So, misconception is a condition where the knowledge possessed by students is not in accordance with actual knowledge.
The misconceptions problem in learning of physics can be caused by many factors.Misconceptions can be caused by students' low understanding of concepts [15].The low understanding of concepts is caused by the process of learning conducted by the teacher, such as teacher-centered learning and students are not given the opportunity to find concepts in learning [16].According to [10], involving students in finding concepts is a powerful way to improve understanding of concepts.Thus, this misconception problem can cause students' low understanding of concepts in learning of physics.Therefore, the problem of misconceptions in learning of physics must be avoided.The problem of misconceptions can be avoided by assessing students' conceptual understanding through test of diagnostic [17].
According to [18], the test of diagnostic is a tool that can be used to identify misconception of students.Identification of misconceptions can be conducted through interviews, open-ended questions, and multiple choice which includes "(simple multiple choice, two-tier, three-tier, and four-tier)" [19].According to [20], multiple choice is the best choice compared to interviews, because it is simpler and easier to analyze [21].Because the four-tier multiple choice instrument is limited to the reasons for choosing the answer, It is important to create a five-tier system that includes confirmation of student answers in the shape of picture commands, equations, and also conclusions [22].Currently, many fivetier multiple choice instruments have been developed in learning of physics, one of which is done by [23], which results in a five-tier multiple choice instrument on vector.Through the five-tier, it is possible to assess the understanding of the concept more [24].Therefore, the five-tier multiple choice instrument can be a solution for assessing concept understanding of students in learning of physics, especially for parabolic motion.
Based on the problems found, concrete solutions to the problems that occur can be done through "the development of five-tier multiple choice instruments" that are valid and practical to use.The fivetier multiple choice instrument is a test of diagnostic resulting from "the development of the four-tier test of diagnostic instrument" that is used to identify misconceptions and causes of misconceptions [25], which consists of 4 stages, namely, choosing answers from questions, determining beliefs in choosing answers, determining reasons in choosing answers, determining reasons for choosing reasons, and confirming answers in the shape of pictures, equations, and conclusions [22].The advantage of this five-tier multiple choice instrument is that it can assess concept understanding of students as a whole through confirmation of answers given at level five.So that this study purpose was to determine the value of "the validity and practicality" of the product developed in the shape of a five-tier multiple choice instrument on parabolic motion to assess the concept understanding of high school students.

Method
The research conducted includes research on the development of learning media using research and development (R&D) methods.Research and development method was a process used to create a certain product and evaluate its viability and usefulness [26].Development is research whose purpose is to develop a product in research.In this study, the product developed is a five-tier multiple choice instrument for parabolic motion which will determine the value of its validity and practicality.
The five-tier multiple choice instrument was developed using the model of Plomp development [27] which consists of 3 stages, namely "preliminary research, prototype phase, and assessment phase".This research was conducted until the prototype phase , namely determining the validity and practicality of the developed product.The research begins with the preliminary, the activities conducted at this stage are an analysis of the teacher and an analysis of the parabolic motion.Analysis of teachers was conducted by distributing learning of physics questionnaires to 2 teachers of senior high school.The indicators of the questions asked are (1) the process of learning physics in schools, (2) Identification of concept understanding of students by teachers, and (3) Identification of the availability from test of diagnostic to assess understanding of concepts in schools.Analysis of the material was conducted on concept understanding of students in parabolic motion through the analysis of 3 journal samples on concept understanding of students in parabolic motion.
In the prototype phaseinstrument five-tier multiple choice created based on the findings of the needs analysis in the preliminary.instrumentfive-tier multiple choice on parabolic motion is arranged with levels consisting of answer choices from questions, confidence in choosing answers, reasons in choosing answers, confidence in choosing reasons, and confirmation of answers in the shape of pictures, equations, and conclusions.The design of the five-tier multiple choice on the parabolic motion refers to the development of the developed multiple choice instrument [22] which can be seen in Table 1.After the five-tier multiple choice instrument was designed, the study continued by determining the validity and practicality of the instrument through the first stage, namely self-evaluation, which was conducted by re-examining the five-tier multiple choice instrument made.Furthermore, an expert validation assessment was conducted by three physics lecturers from Padang State University's Faculty of Mathematics and Natural Sciences on aspects of the validity assessment which included the feasibility of construction, content, appearance and language.The last stage is the practicality test conducted on three students who represent high, medium and students in low ability on aspects of practicality assessment which include convenience, attractiveness, efficiency and benefits.

Table 1. Five-tier Multiple Choice Instrument Design in Parabolic Motion
The analysis technique at the prototype phase begins with the analysis of the Likert-scaled questionnaire used as the product validation assessment instrument sheet.A person's attitudes, beliefs, and viewpoints can be evaluated using a Likert scale [28].There are five categories on the used Likert scale, namely; "Strongly agree for a score of 5, agree for a score of 4, neutral for a score of 3, disagree for a score of 2, and strongly disagree for a score of 1".The data obtained from experts were processed using Aiken's V formula, namely; The Aiken's V index, which has a range of 0 to 1, is used to understand the validity value.The following product validity index was shown in Table 2.
After the product is declared valid, it is continued with practicality data analysis through a practicality assessment sheet using a Likert scale.The values obtained were analyzed using the following percentage equation: The practicality assessment can be interpreted through the following product practicality criteria Table 3: The product is declared practical and feasible to use if the assessment is in the criteria of sufficient, strong, and very strong [26].

Result and Discussion
Based on the research that has been conducted, the research results can be explained as follows:

Results of the Preliminary Research
In the research, the analysis of the teacher result and the analysis of the parabolic motion were obtained.Analysis of teachers conducted on two physics teachers at senior high school through the distribution of questionnaires obtained problems where students' low conceptual understanding and There are still many students who have misconception in learning of physics, teachers also had not assessed concept understanding of students due to the unavailability from test of diagnostic instruments for assess concept understanding of students in schools.The analysis of material on concept understanding result of students in the parabolic motion conducted through a literature review found that there were misconceptions about the parabolic motion with a percentage of 63.6% [7].41.75% [8], and 56.25% [9].The problem of misconceptions in the parabolic motion is also strengthened by research [30], which states that there are many misconceptions about understanding concepts in learning of physics.This opinion is in accordance with research [31,32], which states that errors even occur in simple concepts, one of which is the difficulty of understanding the velocity at the highest point on the Y axis which is equal to zero.They have the concept that the velocity on the Xaxis must also be zero, even though the object has motion on its horizontal axis at its highest point [33].Considering the problems found during the preliminary stages of research, it also supports the importance of developing a five-tier multiple choice instrument on the parabolic motion to assess the concept understanding of SMA/MA students.

Results of the Prototype Phase
In the prototype phase, a product has been developed, namely a five-tier multiple choice instrument on parabolic motion.The stages that are passed to develop a five-tier multiple choice instrument for parabolic motion are starting with making a grid of questions, modifying the developed four-tier multiple choice instrument, designing fifth-level questions, designing a five-tier multiple choice instrument, compiling work instructions.questions, making answer keys, making scoring guidelines, and finally making results interpretation guidelines.The main components of the fivemultiple choice instrument which developed parabolic motion consisted of a cover, instructions for working on questions, then presented questions about the concept of parabolic motion on the five-tier.The number of questions on the five-tier multiple choice instrument on the parabolic motion is 18 questions.
The display of the five-tier multiple choice instrument on the parabolic motion was shown in Figure 1.

Figure 1. Five-tier multiple choice instrument display
An example of the display of questions presented on the five-tier multiple choice instrument for parabolic motion was shown in Figure 2.

Figure 2. Display of questions on the five-tier multiple choice instrument
Guidelines for analyzing the instrument were developed from previous studies [22].The combination of student answers is divided into 3 categories of concept understanding, namely "understanding concepts (PK), misconceptions (MSC), and not understanding concepts (TPK)".Guidelines for the assessment of the five tier multiple choice instrument was shown in Table 4. Information: PK : Understand the concept MSC : Misconception TPK : Don't understand the concept At this stage, an analysis of the validity of the five-tier multiple choice instrument on parabolic motion has been conducted on aspects of validity assessment consisting of aspects of construction feasibility, content feasibility, display feasibility and language feasibility.The product validity assessment result was shown in Figure 3.

Figure 3. Validity Assessment Results
Based on the data in Figure 3, the validity assessment result for aspects of the validity assessment are obtained with an average value of 0.949 in the very high level of validity category.The results shown that all aspects of the validity assessment scored above 0.9.The validity assessment of the construction feasibility aspect result obtained an average value of 0.923 in the very high validity category, the content feasibility aspect obtained a value of 0.977 in the very high validity category, the display feasibility aspect obtained 0.934 in the very high validity category, and for the last feasibility aspect, the feasibility aspect.The view obtained is 0.965 in the very high validity category.Based on the validity assessment result, it can be stated that the five-tier multiple choice instrument on the

Validity Assessment
parabolic motion has high validity in the aspects of assessing the feasibility of construction, content feasibility, display feasibility, and language feasibility.Therefore, the five-tier multiple choice instrument The parabolic motion produced in this study is valid, so it is feasible to use it to assess the concept understanding of SMA/MA students.The research result was in line with research conducted by [23] who also developed a five-tier multiple choice instrument on vector.The research result shown that the instrument developed is externally valid and reliable.This study is also in line with research conducted by [24] who developed a five-tier multiple choice instrument for the kinetic gas theory.The results shown that the five-tier multiple choice instrument developed was valid in terms of construction and content so that it was suitable for use by students.Other studies that are in line with this research are research by [34] who developed a five-tier multiple choice instrument on wave and optical.The results shown that the developed five-tier multiple choice instrument met the eligibility criteria to identify concept understanding of students.Based on the research results, it can be concluded that the five-tier multiple choice instrument on the parabolic motion is suitable for use as a test instrument to identify concept understanding of students.The identification process is considered very important, in accordance with the statements [35] and [36] which state that identifying students' conceptual understanding is a process that has an important role in the learning process.The identification process according to [37] can be carried out through the use of diagnostic tests.Therefore, the instrument developed in this study can identify students' conceptual understanding well.The last research result was an assessment of the practicality of the five-tier multiple choice instrument on parabolic motion.Based on the analysis that has been conducted on the practicality assessment consisting of aspects of convenience, attractiveness, efficiency, and benefits, the five-tier multiple choice instrument practicality assessment result on parabolic motion was shown in Figure 4.

Figure 4. Practicality Assessment Results
Based on the data in Figure 4, the practicality assessment result were obtained for all aspects in the practical to practical category.The practicality test result shown that the five-tier multiple choice instrument on the practical parabolic motion on the aspect of convenience obtained a value of 88.88% in the very practical category, the attractiveness aspect obtained a value of 82.66% in the very practical category, the efficiency aspect obtained a value of 73.33% in the practical category, and the last aspect is the benefit aspect obtained a value of 93.33% in the very practical category.The value of the practicality test results obtained an average of 84.55 with very practical practicality criteria.Based on the practicality assessment result, it can be stated that the five-tier multiple choice instrument on parabolic motion has very practical practicality criteria in the aspect of product practicality assessment which includes aspects of convenience, attractiveness aspects, efficiency aspects, and benefits aspects.

Practicality Assesment
Therefore, the five-tier multiple choice instrument The parabolic motion produced in this study is stated to be practical, so it is practically used to assess the concepts understanding of high school students.The research on the practicality result of the five-tier multiple choice instrument have not been conducted by previous researchers.Previous studies have only examined the validity and reliability of the instrument, such as research conducted by [25,35,36] which has also developed a five-tier multiple choice instrument, but testing is limited to determining the validity and reliability of the developed instrument.The five-tier multiple choice diagnostic test instrument obtained practically in this study can be used more easily to assess students' conceptual understanding and can even identify students' conceptual weaknesses.In accordance with the statement [40] which revealed that diagnostic tests can not only be used to assess students' conceptual understanding, but can also accurately assess students' misconceptions in detail.The problem of misconception is also a problem that can be overcome through the five-tier multiple choice instrument.Misconceptions need to be overcome because they have a very bad impact on the learning process [41], this needs to be considered in the lesson because according to [42] science learning including physics has a link between concepts in learning.Therefore, Through a practical five-tier multiple choice instrument, it is expected to be able to assess students' conceptual understanding and identify misconceptions in learning physics well so that the objectives of learning physics can be achieved.
Based on the assessment of the validity and practicality result of the five-tier multiple choice instrument on parabolic motion, it was found that the five-tier multiple choice instrument that had been developed had a very high level of validity and very practical practicality criteria.The research result indicated that the five-tier multiple choice instrument on parabolic motion is appropriate to be used to assess concept understanding students in learning of physics, especially on parabolic motion for high school students.

Conclusion
Based on the research that has been conducted, the obtained of results in the shape of a product in the shape of a five-tier multiple choice instrument for parabolic motion to assess valid and practical concepts understanding of high school students.The assessment results shown that for the validity assessment, it was obtained that the five-tier multiple choice instrument on the parabolic motion was valid in terms of the validity assessment which consisted of the construction feasibility aspect which obtained a validity value of 0.923 with a very high validity level, the content feasibility aspect obtained a validity value of 0.977 with a very high level of validity.very high validity, the aspect of display feasibility obtained a validity value of 0.934 with a very high level of validity and the language aspect obtained a validity value of 0.923 with a very high level of validity.The practicality assessment result shown that the five-tier multiple choice instrument on practical parabolic motion in the aspect of practicality assessment which consisted of the aspect of convenience which obtained a practical value of 88.88% with very practical practicality criteria, the attractiveness aspect obtained a practicality value of 82.66% with very practical practicality criteria., the efficiency aspect obtained a practical value of 73.33% with practicality criteria classified as practical, and the benefit aspect obtained a practical value of 88.88% with very practical practicality criteria.Based on the validity and practicality assessment result, it can be stated that the five-tier multiple choice instrument on the parabolic motion is valid and practical to use to assess the concept understanding of high school students so that it is feasible to continue at the test test stage.
A. (Reason Choice 1) B. (Reason Choice 2) C. (Reason Choice 3) D. (Reason Choice 4) agreement index l0 = The lowest score of validity assessment (Score = 1) c = The highest score of validity assessment (Score = 5) r = Number given Validator n = Raters number

Table 3 .
Product Practicality Criteria

Table 4 .
Guidelines for Analysis of Five Tier Multiple Choice Instruments on Parabolic Motion