Diagnosing students’ difficulties and strategies to overcome them in physics learning
DOI:
https://doi.org/10.21831/pep.v29i2.89736Keywords:
diagnostic test, students' difficulties, learning strategies, physics learningAbstract
Diagnosing students' abilities in learning physics is crucial so that learning designs can be tailored to students' actual learning conditions. This study aims to diagnose students' abilities in physics and identify appropriate learning strategies used by physics teachers according to students' needs. The study employed a mixed-methods approach, involving 163 students and five physics teachers from five high schools in Indonesia. The research instruments consisted of a two-tier, 15-item multiple-choice test administered via Microsoft Forms and a semi-structured interview guide for physics teachers. Quantitative data were analyzed descriptively using statistical categorization, while qualitative data were thematically analyzed to identify relevant learning strategies. The diagnostic results indicated that students' abilities in critical thinking, problem-solving, and scientific literacy were in the moderate category, while their conceptual understanding and numerical abilities were in the low category. Furthermore, most students experienced false-negative errors, indicating that they understood physics material conceptually but had difficulty applying those concepts to solve contextual problems. These findings suggest that students' learning difficulties stem from challenges in transferring conceptual knowledge into problem-solving situations. Therefore, teachers are encouraged to implement problem-based learning strategies that guide students in constructing their knowledge through scientific inquiry to find solutions based on accurate physics concepts.
References
Abidin, A. Z., Istiyono, E., Fadilah, N., & Dwandaru, W. S. B. (2019). A computerized adaptive test for measuring the physics critical thinking skills. International Journal of Evaluation and Research in Education, 8(3), 376–383. https://doi.org/10.11591/ijere.v8i3.19642
AM, M. A., & Hadi, S. (2021). Implementation of Item Response Theory at Final Exam Test in Physics Learning: Rasch Model Study. Proceedings of the 6th International Seminar on Science Education (ISSE 2020), 541(Isse 2020), 336–342. https://doi.org/10.2991/assehr.k.210326.048
AM, M. A., & Istiyono, E. (2022). Multiple Representation Ability of High School Students in Physics: A Study of Modern Response Theory. Thabiea : Journal of Natural Science Teaching, 5(1), 85–97.
Asriadi, M., & Hadi, S. (2021). Analysis of the Quality of the Formative Test Items for Physics Learning Using the Rasch Model in the 21st Century Learning. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(2), 158–166.
Asriadi, M., & Istiyono, E. (2020). Exploration of Creative Thinking Skills of Students in Physics Learning. Journal of Educational Science and Technology (EST), 6(2), 151–158. https://doi.org/10.26858/est.v6i2.12737
Bansal, P., & Mehtre, V. V. (2019). Binary Number System. International Journal of Innovative Research in Technology, 6(5), 274–276. https://doi.org/10.1007/978-3-030-02619-6_12
Bawaneh, A. K., & Hamida Moumene, A. B. (2020). Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 16(11), 2–16. https://doi.org/10.29333/ejmste/8561
Beck, J., & Perkins, J. (2016). The “Finding Physics” Project: Recognizing and Exploring Physics Outside the Classroom. The Physics Teacher, 54(8), 466–468. https://doi.org/10.1119/1.4965265
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods. Pearson.
Burkholder, E., Wang, K., & Wieman, C. (2021). Validated diagnostic test for introductory physics course placement. Physical Review Physics Education Research, 17(1), 10127. https://doi.org/10.1103/PhysRevPhysEducRes.17.010127
Chang, H. P., Chen, J. Y., Guo, C. J., Chen, C. C., Chang, C. Y., Lin, S. H., Su, W. J., Lain, K. Der, Hsu, S. Y., Lin, J. L., Chen, C. C., Cheng, Y. T., Wang, L. S., & Tseng, Y. T. (2007). Investigating primary and secondary student’s learning of physics concepts in Taiwan. International Journal of Science Education, 29(4), 465–482. https://doi.org/10.1080/09500690601073210
Chu, H. C., Chen, J. M., Kuo, F. R., & Yang, S. M. (2021). Development of an Adaptive Game-Based Diagnostic and Remedial Learning System Based on the Concept-Effect Model for Improving Learning Achievements in Mathematics. Educational Technology and Society, 24(4), 36–53.
Coletta, V. P. (2017). Reaching More Students Through Thinking in Physics. The Physics Teacher, 55(2), 100–105. https://doi.org/10.1119/1.4974123
Cornett, A., Paulick, J., & van Hover, S. (2020). Utilizing Home Visiting to Support Differentiated Instruction in an Elementary Classroom. School Community Journal, 30(1), 107–137.
Course, C. S. (2017). Diagnostic Tests and Laboratory Values. College of Licensed Practical Nurses of Alberta. www.clpna.com
Dandare, K. (2018). A study of conceptions of preservice physics teachers in relation to the simple pendulum. Physics Education, 53(5), 1–8. https://doi.org/10.1088/1361-6552/aac92f
Ekici, E. (2016). “Why Do I Slog Through the Physics?”: Understanding high school students’ difficulties in learning physics. Journal of Education and Practice, 7(7), 95–107.
Faber, J. M., Glas, C. A. W., & Visscher, A. J. (2018). Differentiated instruction in a data-based decision-making context. School Effectiveness and School Improvement, 29(1), 43–63. https://doi.org/10.1080/09243453.2017.1366342
Fan, T., Song, J., & Guan, Z. (2021). Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices. Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-020-00117-y
Fraenkel, J. R., & Wallen, N. E. (2009). How to Design Research in Education and Evaluate. In McGraw-Hill Higher Education. McGraw-Hill Higher Education.
Frey, J. H. (1991). Constructing test items. In Evaluation and Program Planning (Vol. 14, Issue 3). https://doi.org/10.1016/0149-7189(91)90058-o
Frömke, C., Kirstein, M., & Zapf, A. (2022). A semiparametric approach for meta-analysis of diagnostic accuracy studies with multiple cut-offs. Research Synthesis Methode, 13(5), 612–621. https://doi.org/http://dx.doi.org/10.1002/jrsm.1579
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
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
Habibi, H., Jumadi, J., & Mundilarto, M. (2019). The rasch-rating scale model to identify learning difficulties of physics students based on self-regulation skills. International Journal of Evaluation and Research in Education, 8(4), 659–665. https://doi.org/10.11591/ijere.v8i4.20292
Haladyna, T. M. (2012). Developing and validating multiple-choice test items, third edition. In Developing and Validating Multiple-Choice Test Items, Third Edition. https://doi.org/10.4324/9780203825945
Hersi, A. A., & Bal, I. A. (2021). Planning for differntiation: Understanding Maryland teachers’ desired and actual use of differentiated instruction. Educational Planning, 28(1), 55–71.
Homjan, S., Sri-ngan, K., & Homjan, W. (2022). Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students. Journal of Education and Learning, 11(3), 88–94. https://doi.org/10.5539/jel.v11n3p88
Hyland, D., & O’Shea, A. (2022). The nature and prevalence of diagnostic testing in mathematics at tertiary-level in Ireland. Teaching Mathematics and Its Applications, 41(1), 32–50. https://doi.org/10.1093/teamat/hrab006
Isbell, D. R. (2021). Can the Test Support Student Learning? Validating the Use of a Second Language Pronunciation Diagnostic. Language Assessment Quarterly, 18(4), 331–356. https://doi.org/10.1080/15434303.2021.1874382
Istiqomah, Sugiarti, & Wijaya, M. (2019). Perbandingan Pemahaman Konsep dan Kemampuan Berpikir Kritis Melalui Model Pembelajaran Discovery Learning dan direct instruction. Chemistry Education Review, 3(1), 1–23.
Istiyono, E. (2022). Diagnostic Tests as an Important Pillar in Today’s Physics Learning: Four-tier Diagnostic Test a Comprehensive Diagnostic Test Solution. Journal of Physics: Conference Series, 2392(1), 1–9. https://doi.org/10.1088/1742-6596/2392/1/012001
Johnson, R. B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches. In SAGE Publications, Inc.
Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students’ misconceptions about Newton’s Laws through Four-Tier Newtonian Test (FTNT). Journal of Turkish Science Education, 16(1), 110–122. https://doi.org/10.12973/tused.10269a
Kärner, T., Warwas, J., & Schumann, S. (2021). A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System. Technology, Knowledge and Learning, 26(1), 31–52. https://doi.org/10.1007/s10758-020-09448-4
Ketabi, S., Alavi, S. M., & Ravand, H. (2021). Diagnostic test construction: Insights from cognitive diagnostic modeling. International Journal of Language Testing, 11(1), 22–35.
Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments. Measurement, 17(1), 1–22. https://doi.org/10.1080/15366367.2018.1479087
Keuning, T., & Van Geel, M. (2021). Differentiated Teaching with Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most. IEEE Transactions on Learning Technologies, 14(2), 201–210. https://doi.org/10.1109/TLT.2021.3072143
Krumphals, I., & Haagen-Schutzenhofer, C. (2021). Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–18. https://doi.org/10.29333/ejmste/10898
Larner, A. J. (2015). Diagnostic Test Accuracy Studies in Dementia. In Springer. https://doi.org/10.1007/978-3-319-16697-1
Mellroth, E., Bergwall, A., & Nilsson, P. (2021). Task Design for Differentiated Instruction in Mixed-ability Mathematics Classrooms: Manifestations of Contradictions in a Professional Learning Community. Mathematics Teacher Education and Development, 23(3), 78–96.
Munfaridah, N., Avraamidou, L., & Goedhart, M. (2021). The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here? Eurasia Journal of Mathematics, Science and Technology Education, 17(1), 1–19. https://doi.org/10.29333/ejmste/9577
N.S. Mumthas, & Shyma Usman Abdulla. (2019). Substandard Performance In Mathematical Problem Solving In Physics Among Higher Secondary School Students In Kerala - An Investigation On Teacher Perceptions And Student Difficulties. Issues and Ideas in Education, 7(1), 35–43. https://doi.org/10.15415/iie.2019.71005
Odden, T. O. B., Lockwood, E., & Caballero, M. D. (2019). Physics computational literacy: An exploratory case study using computational essays. Physical Review Physics Education Research, 15(2), 20152. https://doi.org/10.1103/PhysRevPhysEducRes.15.020152
Puspitasari, R., Mufit, F., & Asrizal. (2021). Conditions of learning physics and students’ understanding of the concept of motion during the covid-19 pandemic. Journal of Physics: Conference Series, 1876(1). https://doi.org/10.1088/1742-6596/1876/1/012045
Roy, S., & Bhunia, C. T. (2015). Simplification of switching functions using hex-minterms. International Journal of Applied Engineering Research, 10(24), 45619–45624.
Santoso, P. H., Istiyono, E., & Haryanto. (2022). Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. Education Sciences, 12(9), 1–19. https://doi.org/10.3390/educsci12090582
Sarabi, M. K., & Gafoor, K. A. (2018). Student Perception on Nature of Subjects : Impact on Difficulties in Learning High school Physics , Chemistry and Biology. Innovations and Researches in Education, 8(1), 42–55.
Scotti di Uccio, U., Colantonio, A., Galano, S., Marzoli, I., Trani, F., & Testa, I. (2019). Design and validation of a two-tier questionnaire on basic aspects in quantum mechanics. Physical Review Physics Education Research, 15(1), 1–25. https://doi.org/10.1103/physrevphyseducres.15.010137
Sesli, E., & Kara, Y. (2012). Development and application of a two-tier multiple-choice diagnostic test for high school students’ understanding of cell division and reproduction. Journal of Biological Education, 46(4), 214–225. https://doi.org/10.1080/00219266.2012.688849
Silmi Juman, Z. A. M., Mathavan, M., Ambegedara, A. S., & Udagedara, I. G. K. (2022). Difficulties in Learning Geometry Component in Mathematics and Active-Based Learning Methods to Overcome the Difficulties. Shanlax International Journal of Education, 10(2), 41–58. https://doi.org/10.34293/education.v10i2.4299
Simion, L. C. (2022). Is the mathematics diagnostic test a good predictor of college students’ prior knowledge in math? (Issue March) [William Howard Taft University]. https://files.eric.ed.gov/fulltext/ED618447.pdf
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. https://doi.org/10.36681/tused.2021.78
Spatz, V., & Goldhorn, L. (2021). When it’s more difficult, i just cram more! an exploratory interview study on students’ mindsets in physics. European Journal of Science and Mathematics Education, 9(3), 92–109. https://doi.org/10.30935/scimath/10948
Tang, F., & Zhan, P. (2021). Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment. AERA Open, 7(1). https://doi.org/10.1177/23328584211060804
Walsh, C., Quinn, K. N., Wieman, C., & Holmes, N. G. (2019). Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking. Physical Review Physics Education Research, 15(1), 1–17. https://doi.org/10.1103/physrevphyseducres.15.010135
Widyaningsih, S. W., Yusuf, I., Prasetyo, Z. K., & Istiyono, E. (2021). The development of the hots test of physics based on modern test theory: Question modeling through e-learning of moodle lms. International Journal of Instruction, 14(4), 51–68. https://doi.org/10.29333/iji.2021.1444a
Wulandari, A. Y. R. (2018). Correlation between critical thinking and conceptual understanding of student’s learning outcome in mechanics concept. AIP Conference Proceedings, 2014(September 2018), 1–9. https://doi.org/10.1063/1.5054432
Xiao, Y., Han, J., Koenig, K., Xiong, J., & Bao, L. (2018). Multilevel Rasch modeling of two-Tier multiple choice test: A case study using Lawson’s classroom test of scientific reasoning. Physical Review Physics Education Research, 14(2), 1–18. https://doi.org/10.1103/PhysRevPhysEducRes.14.020104
Yalçin, S. A., Yalçin, P., Akar, M. S., & Sağirli, M. Ö. (2017). The Effect of Teaching Practices with Real Life Content in Light and Sound Learning Areas. Universal Journal of Educational Research, 5(9), 1621–1631. https://doi.org/10.13189/ujer.2017.050920
Yuan, B., Wang, M., van Merriënboer, J., Tao, X., Kushniruk, A., & Peng, J. (2020). Investigating the Role of Cognitive Feedback in Practice-Oriented Learning for Clinical Diagnostics. Vocations and Learning, 13(1), 159–177. https://doi.org/10.1007/s12186-019-09234-z
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Jurnal Penelitian dan Evaluasi Pendidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to Jurnal Penelitian dan Evaluasi Pendidikan. However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The copyright transfer agreement form can be downloaded here: [JPEP Copyright Transfer Agreement Form]
The copyright form should be signed originally and sent to the Editorial Office through email to jurnalhepi@uny.ac.id
Jurnal Penelitian dan Evaluasi Pendidikan by http://journal.uny.ac.id/index.php/jpep is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
