Certainty of Response Index-based E-Diagnostics Assisted by Google Forms to Identify Misconceptions in Simple Harmonic Waves


  • Farchan Oktavianto Pribadi Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
  • Supahar Universitas Negeri Yogyakarta, Yogyakarta, Indonesia https://orcid.org/0000-0002-2486-5549
  • Pinandita Afriwardani Universitas Negeri Yogyakarta, Yogyakarta, Indonesia




CRI, E-diagnostic Test, Misconceptions, Simple Harmonic Motion


Physics learning plays a very important role in everyday life, therefore, students' understanding of physics material is very important. Students who understand physics concepts well will find it easier to apply these physics concepts in everyday life. However, some students had difficulty understanding physics material, especially when they misunderstood the concept. Physics concepts formed webs that were connected to one another, so that a correct understanding at the previous level was one of the determining factors for success. The purpose of this research was to develop an e-Diagnostic based on the Certainty of Response Index (CRI) with the help of Google Forms to identify students' misconceptions about simple harmonic motion material. The type of research used was Research and Development which was adapted from the Four-D model. Grade 10 students were used as research subjects. The data described were in the form of instrument validity and results of identifying misconception profiles in students. The results of the validity test conducted by 2 experts and 8 colleagues stated that the developed test instrument was feasible to use. The results of the identification of misconceptions that were carried out showed that there were misconceptions, especially in the restoration style sub-topic. In conclusion, the e-Diagnostics that was developed is feasible to use as a tool to identify student misconceptions.



Aina, J. K. (2017). Developing a Constructivist Model for Effective Physics Learning. International Journal of Trend in Scientific Research and Development, 1(4), 59–67. https://doi.org/10.31142/ijtsrd85.

Amalia, A. A., Sitompul, S. S., & Oktavianty, E. (2019). Efektivitas Model Pembelajaran Science Technology and Society Untuk Mereduksi Miskonsepsi Peserta Didik di SMA. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(11), 1–13. https://jurnal.untan.ac.id/index.php/jpdpb/article/download/37580/75676584016.

Amelia, R., Supriyono Koes, H., & Muhardjito. (2016). The influence of V diagram procedural scaffolding in group investigation towards students with high and low prior knowledge. Jurnal Pendidikan IPA Indonesia, 5(1), 109–115. https://doi.org/10.15294/jpii.v5i1.5799.

Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808.

Baghestani, A. R., Ahmadi, F., Tanha, A., & Meshkat, M. (2017). Bayesian Critical Values for Lawshe’s Content Validity Ratio. Measurement and Evaluation in Counseling and Development, 1756(December). https://doi.org/10.1080/07481756.2017.1308227.

Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering and Physics. Journal of Pre-College Engineering Education Research (J-PEER), 4(2), 47–61. https://doi.org/10.7771/2157-9288.1098.

Diani, R., Alfin, J., Anggraeni, Y. M., Mustari, M., & Fujiani, D. (2019). Four-Tier Diagnostic Test with Certainty of Response Index on the Concepts of Fluid. Journal of Physics: Conference Series, 1155(1), 012078. https://doi.org/10.1088/1742-6596/1155/1/012078.

Dimas, A., Suparmi, A., Sarwanto, S., & Nugraha, D. A. (2018). Analysis multiple representation skills of high school students on simple harmonic motion. In A. Suparmi & D. A. Nugraha (Eds.), AIP Conference Proceedings (Vol. 2014, Issue September 2018, p. 020131). AIP Publishing. https://doi.org/10.1063/1.5054535.

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119.

Duman, I., Demirci, N., & Şekercioğlu, A. (2015). University Students’ Difficulties And Misconceptions On Rolling, Rotational Motion And Torque Concepts. International Journal on New Trends in Education and Their Implications, 6(1), 46–54. http://ijonte.org/FileUpload/ks63207/File/ijonte_2015.1.complete.pdf#page=53

Erinosho, S. Y. (2013). How Do Students Perceive the Difficulty of Physics in Secondary School? An Exploratory Study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 1510–1515. http://infonomics-society.org/wp-content/uploads/ijcdse.

Fenditasari, K., Jumadi, Istiyono, E., & Hendra. (2020). Identification of Misconceptions on Heat and Temperature among Physics Education Students using Four-Tier Diagnostic Test. Journal of Physics: Conference Series, 1470(1), 012055. https://doi.org/10.1088/1742-6596/1470/1/012055.

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.

Hudha, M. N., Batlolona, J. R., & Wartono, W. (2019). Science literation ability and physics concept understanding in the topic of work and energy with inquiry-STEM. In A. Suparmi & D. A. Nugraha (Eds.), International Conference on Science and Applied Science (ICSAS) 2019 (Vol. 2202, Issue 1, p. 020063). AIP Publishing.

Iqbal, M., Simarmata, J., Feriyansyah, F., Tambunan, A. R. S., Sihite, O., Gandamana, A., Eza, G. N., Kurniawan, F., Asiah, A., Rozi, F., Faisal, F., Manurung, I. F. U., Ihwani, M., Nathan, P. L. A., Sitanggang, N., Simbolon, N., Simanjuntak, E. B., & Limbong, T. (2018). Using Google form for Student Worksheet as Learning Media. International Journal of Engineering and Technology(IJET), 7(3.4), 321–324. https://doi.org/10.14419/ijet.v7i2.29.13646.

Iradat, R. D., & Alatas, F. (2017). The Implementation of Problem-Solving Based Laboratory Activities to Teach the Concept of Simple Harmonic Motion in Senior High School. Journal of Physics: Conference Series, 895(1), 895. https://doi.org/10.1088/1742-6596/895/1/012014.

Kamcharean, C., & Wattanakasiwich, P. (2016). Development and implication of a two-tier thermodynamic diagnostic test to survey students’ understanding in thermal physics. International Journal of Innovation in Science and Mathematics Education, 24(2), 14–36. https://openjournals.library.sydney.edu.au/index.php/CAL/article/download/8710/10564.

Kusumawati, A. E., Anggraini, W., & Setiaji, B. (2022). Analysis of Prospective Physics Teacher’s Misconceptions on Interference Material using Certainty of Response Index (CRI). Jurnal Pendidikan Fisika Dan Teknologi, 8(1), 116–126. https://doi.org/10.29303/jpft.v8i1.3679.

Mahen, E. C., & Nuryanti, A. Y. (2018). Profil Pemahaman Konsep Calon Guru Fisika pada Materi Gerak Harmonik. Universitas Negeri Semarang Physics Communication, 2(1), 18–25. https://journal.unnes.ac.id/nju/index.php/pc/article/view/10876.

Nurulwati, N., Veloo, A., & Ali, R. (2014). Suatu Tinjauan Tentang Jenis-Jenis Dan Penyebab Miskonsepsi Fisika. Jurnal Pendidikan Sains Indonesia, 2(1), 87–95. http://jurnal.unsyiah.ac.id/JPSI/article/view/7636.

Oliveira, P. C., & Oliveira, C. G. (2013). Using conceptual questions to promote motivation and learning in physics lectures. European Journal of Engineering Education, 38(4), 417–424. https://doi.org/10.1080/03043797.2013.780013.

Pambayun, B., Wirjawan, J. V. D., Herwinarso, H., Wijaya, A., Untung, B., & Pratidhina, E. (2019). Designing mobile learning app to help high school students to learn simple harmonic motion. International Journal on Social and Education Sciences Volume, 1(1), 24–29. https://www.ijonses.net/index.php/ijonses/article/view/5.

Putri, S. R., Hofifah, S. N., Girsang, G. C. S., & Nandiyanto, A. B. D. (2021). How to Identify Misconception Using Certainty of Response Index (CRI): A Study Case of Mathematical Chemistry Subject by Experimental Demonstration of Adsorption. Indonesian Journal of Multidiciplinary Research, 2(1), 143–158. https://doi.org/10.17509/ijomr.v2i1.38738.

Qian, Y., & Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education, 18(1), 1–24. https://doi.org/10.1145/3077618.

Rahmah, C. M., Nasir, M., & Bahri, S. (2018). Identifikasi Miskonsepsi Menggunakan Certainty Of Response Index ( CRI ) pada Materi Kinematika Gerak Lurus di MAN 4 Aceh Besar Cut. Jurnal Phi: Jurnal Pendidikan Fisika Dan Fisika Terapan, 1(2), 5–10.

Sadhu, S., Tima, M. T., Cahyani, V. P., Laka, A. F., Annisa, D., & Fahriyah, A. R. (2017). Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive. International Journal of Science and Applied Science: Conference Series, 1(2), 91–100. https://doi.org/10.20961/ijsascs.v1i2.5126.

Somroob, S., & Wattanakasiwich, P. (2017). Investigating student understanding of simple harmonic motion. Journal of Physics: Conference Series, 901(1). https://doi.org/10.1088/1742-6596/901/1/012123.

Sundari, P. D., & Dewi, W. S. (2021). Interactive Recitation Methods as a Solution to the Students’ Deepening Physics Material during the Covid-19 Pandemic. In Ramli, Yohandri, S. A. Bakar, & C. Wurster (Eds.), Journal of Physics: Conference Series (Vol. 1876, Issue 1, p. 012071). IOP Publishing. https://doi.org/10.1088/1742-6596/1876/1/012071.

Tompo, B., Ahmad, A., & Muris, M. (2016). The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students. International Journal of Environmental and Science Education, 11(12), 5676–5686. https://eric.ed.gov/?id=ej1115682.

Wibowo, F. C., Suhandi, A., Rusdiana, D., Ruhiyat, Y., & Darman, D. R. (2015). Microscopic Virtual Media (MVM) in Physics Learning to Build a Scientific Conception and Reduce Misconceptions: A Case Study on Students’ Understanding of the Thermal Expansion of Solids. In A. G. Abdullah, T. Aryanti, A. B. D. Nandiyanto, V. Adriany, & A. Aripin (Eds.), Proceedings of the 2015 International Conference on Innovation in Engineering and Vocational Education (Vol. 56, Issue 1, pp. 239–244). Atlantis Press. https://doi.org/10.1088/1742-6596/739/1/012044.

Yuberti, Suryani, Y., & Kurniawati, I. (2020). Four-Tier Diagnostic Test with Certainty of Response Index to Identify Misconception in Physics. Indonesian Journal of Science and Mathematics Education, 3(2), 245–253. https://doi.org/10.24042/ijsme.v3i2.6061.