Needs Analysis for Developing a Digital-Based Four-Tier Multiple-Choice Instrument to Assess Scientific Conceptual Understanding in Physics Education Ravena Nawang Ara (a), Risa Suryana (b), Sukarmin (c*)
Master Program of Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Jalan Ir. Sutami 36A, Surakarta 57126, Indonesia
Abstract
Conceptual understanding is a crucial aspect of physics education because it reflects students^ ability to interpret scientific phenomena meaningfully. However, existing assessment practices often fail to comprehensively identify students^ misconceptions and reasoning processes. This study aims to analyze the need for developing a digital-based four-tier multiple-choice instrument to assess scientific conceptual understanding in physics education. The study employed a descriptive quantitative approach supported by interviews. Data were collected through questionnaires distributed to 100 students and analyzed quantitatively using percentage calculations, while interview data were analyzed qualitatively. The findings revealed that 56% of students perceived physics questions as moderately difficult and 36% considered them difficult. In assessment practices, 59% of students reported that teachers predominantly used multiple choice-based assessments. Furthermore, 67% of students admitted that they frequently answered multiple-choice questions by guessing, while 64% stated that existing physics questions had not yet measured scientific conceptual understanding effectively. The results also showed that 68% of students had never experienced four-tier multiple-choice assessments. However, 94% of students expressed a strong interest in a digital-based four-tier multiple-choice assessment. Interview findings with three high school physics teachers in the Surakarta region further confirmed that current assessment instruments have not optimally identified students^ scientific conceptual understanding. These findings indicate the urgent need for developing a digital-based four-tier multiple-choice instrument to support more comprehensive and technology-oriented physics assessment practices.
