Development and Preliminary Validation of a Two-Tier Diagnostic Test for Identifying Misconceptions in Arabic Grammar Learning
DOI:
https://doi.org/10.32332/ijalt.v8i01.11810Keywords:
Arabic Grammar, Students'Misconception, Two-Tier Diagnostic TestAbstract
This study aims to develop and preliminarily validate a two-tier diagnostic test instrument to detect students' misconceptions on fiʿl, adawāt al-istifhām, and ẓarf in the context of Arabic language learning at Madrasah Aliyah. Using the Plomp model, the researchers developed 10 items administered to 10th grade students through a small-scale trial (n=9) and a large-scale trial (n=31), both conducted within a single class at one school. The findings were as follows; First, construct validation yielded a mean score of 4.21 (84.2%) and content validation yielded 4.42 (88%), both meeting the very valid criterion. Second, item analysis in the large-scale trial produced correlation coefficients ranging from 0.41 to 0.83, with all items declared valid (r-calculated > r-table 0.3009). The instrument demonstrated good internal consistency (Cronbach's α = .86), with 80% of items classified as moderate in difficulty and 80% of items demonstrating good discriminating power. Third, the two-tier diagnostic test indicated that 48% of students fell into the Sound Understanding category, 10% into Lucky Guess, 8% into Misconception, and 33% into Lack of Knowledge. These findings suggest that the instrument shows preliminary adequacy for classifying student understanding in Arabic grammar, though further validation with larger and more diverse samples is recommended.
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