Misconceptions can affect students’ understanding. Identifying misconceptions is an important first step in understanding student learning. One of the instruments that can be used to diagnose students’ misconceptions is a four-tier diagnostic instrument. This study aimed to develop a four-tier diagnostic instrument on the topic of chemical equilibrium. The final product consisted of 20 four-tier multiple-choice questions. The resulting test items were found to be valid and reliable, with a reliability score of 0.77. These results indicate that the four-tier diagnostic instrument on chemical equilibrium can be used effectively to diagnose students’ misconceptions.
Rosida et al. (Tue,) studied this question.