Assyfa Journal of Islamic Studies
P-ISSN: xxxx-xxxx, E-ISSN: xxxx-xxxx
Journal Homepage: https://www.journal.assyfa.com/index.php/ajis/index

Development of a HOTS-Leveled Two Tier Multiple Choice (TTMC)
Test to Measure Student Misconceptions in Islamic Studies
M. Nurul Humaidi1*, Fadli Agus Triansyah2, Rahmad Sugianto3, Alfi Rachma Nisfi
Laila4
1,4)
Muhammadiyah Malang University, Malang
2)
Universitas Pendidikan Indonesia
2)
SMA Wakhid Hasyim 2 Taman
Received: 16/05/2023

Accepted: 15/06/2023

Publications: 30/06/2023

Abstrak
Penelitian ini bertujuan untuk mengembangkan tes level HOTS Two-Tier Multiple Choice (TTMC) untuk
mengukur miskonsepsi siswa dalam pembelajaran agama Islam. Metode penelitian yang digunakan adalah
metode 4-D oleh Thiagarajan dengan analisis data deskriptif. Hasil uji miskonsepsi menggunakan TTMC
menunjukkan variasi jawaban siswa antara yang paham konsep, miskonsepsi murni, menebak miskonsepsi, dan
tidak paham konsep. Kelayakan alat evaluasi terpenuhi, dan identifikasi miskonsepsi dibagi menjadi empat
kategori. Persentase siswa yang paham konsep 49%, miskonsepsi murni 11%, miskonsepsi menebak 17%, dan
tidak paham konsep 23%. Penelitian ini berkontribusi untuk mengukur miskonsepsi siswa dalam pembelajaran
Islam dan dapat digunakan untuk meningkatkan efektivitas pengajaran dan pemahaman konsep siswa.

Kata Kunci: alat evaluasi, HOTS, miskonsepsi, pilihan ganda dua tingkat
ABSTRACT
This study aims to develop a Two-Tier Multiple Choice (TTMC) HOTS-level test to measure student
misconceptions in Islamic learning. The research method used is the 4-D method by Thiagarajan with descriptive
data analysis. The results of the misconception test using TTMC showed variations in students' answers between
those who understood the concept, had a pure misconception, guessed the misconception, and did not understand
the concept. The feasibility of the evaluation tool is met, and the identification of misconceptions is divided into
four categories. The percentage of students who understand the concept is 49%, pure misconception is 11%,
guesses the misconception is 17%, and does not understand the concept is 23%. This study contributes to
measuring students' misconceptions in Islamic learning and can be used to improve teaching effectiveness and
students' understanding of concepts.

Keywords:; evaluation tool, HOTS, Misconceptions, two-level multiple choice

Introduction
Mathematics learning in the 21st century is an era where the competition for human resources is
very fierce, where humans are required to be able to think critically in solving problems. The quality of
good human resources must be supported by a good quality of education as well, it starts with the
simplest thing, namely by improving the quality of learning. To improve the quality of learning, it must
begin with the objectives of the learner the right and good (Ahmed & Kumalasari, 2023; Amany &
Puteri, 2023; Arif et al., 2023).
The quality of education in a country is equal to the progress of development in a country,
therefore it is important to create a better quality of education to produce quality human resources.
Education in schools is an education that a person will get systematically, stratified, structured, and there
are clear and strict rules (Cahyadi & Ariansyah, 2023; Darmayanti et al., 2023; Inganah et al., 2023).

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

The purpose of education being carried out or not, can be measured by evaluation activities in
schools (Jayanti et al., 2023; Lestari et al., 2023; Muhammad, Darmayanti, et al., 2023). Evaluation
activities in learning must be balanced with the application of the applicable curriculum, currently in
Indonesia the applicable curriculum is the 2013 curriculum. This curriculum is focused on strengthening
character in the learning process consisting of nationalist, religious, manidir, mutual aid and integrity
(Muhammad, Triansyah, Fahri, & Gunawan, 2023; Mustakim & Ngaliyah, 2023; Nasiha et al., 2023).
According to the Ministry of Education and Culture, if integrated with learning in the 21st century, these
abilities are called 4C (creative, critical thinking, communicative, and collaborative) and High Order
Thinking Skills (HOTS). The 2013 curriculum learning focuses on student-centered learning (Pradana
& Uthman, 2023; Rachmawati et al., 2023; Santiago, 2023).
The results of the preliminary study by interviewing one of the mathematics teachers of MTs
Darul Hikmah Tulunagung, mathematics learning in schools has applied various approaches such as
inquiry and cooperatives intended to provide variations in the learning process to be active in the
teaching and learning process. The average character of students VII-B MTs Darul Hikmah
Tulungagung has an interest in learning in the moderate category. The average learning outcomes of
students VII-B MTs Darul Hikmah Tulungagung are 85 in the even semester of the 2021/2022 school
year. MTs Darul Hikmah Tulungagung still uses the usual multiple choice or level one multiple choice
type test which is still a prima donna to assess the knowledge of its students and the essay form test
The types of questions given are also still included in the questions at the Lower Order Thinking
(LOT) level (Segara et al., 2023; Sugianto, 2023; Triansyah, Muhammad, et al., 2023). The assessment
used in mathematics learning at MTs Darul Hikmah Tulungagung, does not stimulate students to think
systematically, critically, logically and analytically. The assessments used are mostly only in the form
of questions at the level of knowledge (C1), understanding (C2), application or application (C3), and
Analysis (C4) So that students find it difficult to answer questions at the level of analyzing (C4),
evaluating (C5) and creating (C6). The ability to think at a high level requires an understanding of
concepts about mathematical material.
The learning of mathematics can be said to be successful if in the process the student understands
well the concepts consisting of knowledge about groupings, principles, models, generalizations and
theories that will later be associated with a certain material (Angraini et al., 2023; Maryanto et al., 2023;
Muhammad, Triansyah, Fahri, & Lizein, 2023; Siahaan et al., 2023). The understanding of concepts in
mathematics subjects is still relatively low. The inability of students to distinguish correct concepts
results in the appearance of misconceptions. To overcome this misconception, it is necessary to apply
diagnostic assessments, the purpose is to find out the cause of the misconception and later a solution to
the problem will be determined (Angraini et al., 2022; Muhammad et al., 2022; Soraya et al., 2023;
Triansyah, Yanti, et al., 2023)
A diagnostic test is a test intended to measure a student's concept comprehension ability,
especially on weaknesses (misconceptions) in certain material, which will later get the weaknesses that
students have and will find solutions (Angraini et al., 2022; Soraya et al., 2023; Triansyah, Yanti, et al.,
2023). According to this test, it is intended to assess the extent of students' ability to understand key
concepts in certain materials, especially in materials where there is a wrong understanding of concepts.
The diagnostic test that is assessed to measure students' comprehension ability is the Two-Tier
Multiple Choice (TTMC) Test. According to the Two-Tier Multiple Choice (TTMC) Test, it is intended
to detect misconceptions of learners because there are 2 important points that are the benefits of multiplechoice questions. First, students are able to investigate two aspects of the same phenomenon. Second,
students are able to minimize the uncertainty of students' guesses (Aji et al., 2023; Laila et al., 2023).
The test is one of the tools used to evaluate learning. The first thing that must be done in
developing a test is to establish a test specification, where this specification includes exposure to the
quality and characteristics that must be possessed by the test that will be developed later. Based on this
This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

32

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

statement, the test to be used must be in line with what will be measured and the instrument has been
standardized. A standardized test is a test that has a high degree of validity and reliability based on trials
of large and representative samples.
The use of multiple-choice instruments is considered to be able to only see knowledge in the
absence of a reason why to choose the choice. (Pantiwati & Mahmudati, 2021) Not allowed to be used,
there are several reasons that come with it. In the first, multiple choice encourages students to guess the
answer. Second, content is not based on phenomena in everyday life (contextual). Third, it is considered
unfriendly to students because it does not connect with field facts and the nature of guessing.
There are 2 other reasons presented by those who reinforce that multiple-choice questions are
ineffective, firstly students have extracted the correct answer choices by false combinations. Second,
multiple-choice instruments rely heavily on the ability to read and understand. The multiple choice test
is very easy to apply and the analysis process is quick and easy but in terms of effectiveness it is still
lacking. To cope with it, students are recommended to justify their answers. Therefore, there will be an
extension of the multiple-choice test to several levels, two or three levels.
Two-tier Multiple Choice (TTMC) is a tool that takes the form of a question but is more
sophisticated than multiple choice questions. The first level is similar to traditional multiple choice in
that it is generally related to a statement of knowledge. The second level is similar to traditional multiple
choice but the goal is to encourage higher order thinking and reasoning.
In this second-level multiple choice, the format asks for reasons for the response of students at
the first level. In the first level the form of multiple choice is still traditional which is generally related
to the knowledge of students At the second level the model is similar to the first level but the purpose is
to hone the reasoning of students, According to the advantage of the two-level multiple choice test is
that students in doing test questions can reveal certain concepts and state the reasons why they chose the
answer. With choices and reasons in answering, it can hone students' mathematical creative thinking
skills. In addition, the two-level multiple-choice test is easy to implement and also makes it easier for
teachers to assess.
The advantages of the two-tier multiple choice question form, one of which is used for the purpose
of tests that measure the cognitive abilities of students at a higher level (Higher Order Thinking). The
two-tier multiple choice question form can be used to help measure students' mathematical creative
thinking ability.
Based on the description above, it is necessary to develop a Two Tier Multiple Choice test
instrument to Measure Student Misconceptions, because there is still not much use of the test applied to
learning evaluation. Thus, researchers will discuss research on how to "Development of a Two Tier
Multiple Choice Test to Measure Student Misconceptions in Junior High School".

Methodology
The research method used in this study is the 4-D method by Thiagarajan, namely Defind,
Design, Develop, Disseminate. As for this study, it only reached the trial stage and conducted data
analysis to test whether the questions were valid and reliable to be able to identify student
misconceptions.

Figure 1. Research procedure
The purpose of conducting observations and interviews is to identify the difficulties that students
experience. While the reason for choosing open questions is to dig deeper into the thoughts and concepts
This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

33

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

that students have. At the stage of capturing options , the most students' answers are obtained to be
included in the multiple choice questions. Furthermore, after validating the questions, a trial was carried
out and data analysis was carried out. After data analysis states that the instrument is valid and reliable,
the questions can be redistributed to obtain a description of the misconceptions that students have.
The population in this study were junior high school students who had studied the flat Build
material. For ease of accessibility, MTs Darul Hikmah Tulungagung was chosen. The overall population
used was 32 students.
The data analysis technique used in this study is descriptive. TTMC test results are analyzed based
on the answers that students choose each answer choice, both for the first level and at the second level.
Then the results of the analysis are made in the form of percentages. The percentage shape is created by
using the following formula:
𝑎
𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑣𝑎𝑙𝑢𝑒 = 𝑥100%
𝑏
Information:
a = the number of students who answer with a specific answer to each question
b = the number of students taking the TTMC test
The students' answers are then grouped into groups of understanding, pure misconceptions and
guessing. Students who answer correctly both the answer and the reason will be the understanding group,
while the student whose answer is right but wrong on the reason becomes a pure misconception group
and the student whose answer is wrong but the reason is correct becomes the guessing group. The
grouping of students' answers can be seen in Table 1 below:
Table 1 Student Answer Categories by student answer type
Categories
Student answer types
Know the Concept
Pure Misconceptions
Misconceptions of
Guessing
Don't Understand

Correct-Reasoned Answers Are Right (B-B)
Right-Reason Wrong Answer (B-S)
Wrong Answer-Reason Right (S-B)
Wrong Answer-Wrong Reason (S-S)

Findings and Discussion
The study was conducted at MTs Darul Hikmah Tulunagung on June 13, 2022 using the TwoTier Multiple Choice (TTMC) test which consists of 10 questions where at the first level students are
asked to choose the most correct answer and at the second level students are asked to choose the most
appropriate reason for the answer taken at the first level which can be seen in Table 2.

Table 2 Two-Tier Multiple Choice (TTMC) Test Results
No

1.

2.

First-Level
Answer
Choices
A

Second Level Answer
Choice (%)
A
B
C
D
0
0
0
0

B

0

0

0

0

C
D
A
B

*0,69
0
0
0

0,16
0,06
0
0

0
0,09
0
0

0
0
0
0

No

6.

7.

First-Level
Answer
Choices
A
B
C
D
A
B

Second Level Answer
Choice (%)
A
B
C
D
0,53 0,19
0
0
*0,2
0
0
0
8
0
0
0
0
0
0
0
0
0,09 0,06
0
0
0
0
0
0

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

34

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

3.

C

0

0

0,06

*0,81

C

0,03

0

D

0

0,04

0

0,09

D

0

0

*0,8
1
0

A

0,06

0

0

0,03

A

0

0

0,06

B
C
D
A

0,16
0
*0,59
0

0
0
0
0

0,13
0
0,06
0

0
0
0
0

B
C
D
A

0
0,22
0

0,16
0
0
0

B

0

0

0

0

0
0
0
0
*0,2
8

0
*0,3
4
0,22
0
0
0

0,19

0

0

4.

5.

C

0,06

D
A
B

0
0,37
0

*0,6
3
0
0,22
0

C

0

D

0

8.

B
9.

0

0,09

0,22

C

0,22

0

0

0

0
0
0

0
0
0

D
A
B

0
0

0
0
0,19

0,31
0,19
0

0

0

0,25

C

0

0,31

0

0

0

*0,16

D

0

0
0
0,25
*0,2
5
0

0

0

10.

Description: * is the answer key

Table 2 is processed and obtained the results of the students' correct answers at the first level and
the correct answers of students at both levels. The results of the students' answers are concentrated so
that the percentages for correct answers from both stages are highest in numbers 2 and 7 (81%) and
lowest in number 5 (16%). The correct answer at both levels is smaller or comparable to the correct
answer at the first level alone which can be seen in Table 3.
Table 3 Number of Correct Answers at the First Level and at the Second Level

Problem
Number

Number of students who answered
correctly
First Level
Second Level
n
%
n
%

No

Subkonsep

1.

properties of different
types of quadrilaterals

6

9

0,28

17

0,53

0,25

7

27

0,84

26

0,81

0,03

Define circumference and
area formulas for different
types of quadrilaterals

5

5

0,16

13

0,41

0,25

8

13

0,4

18

0,56

0,16

1

27

0,85

22

0,69

0,16

2
3
4

28
21
32

0,87
0,65
1,00

29
26
20

0,9
0,81
0,63

0,03
0,16
0,37

9

15

0,47

16

0,50

0,03

10

18

0,56

16

0,50

0,06

2.

3.
4.

5.

Explain the definition of a
quadrilateral flat build
Mentioning the properties
of different types of
quadrilaterals
Solving
contextual
problems related to the
area and circumference of
a quadrilateral flat build

difference

The answer categories of students who experience misconceptions are re-described based on
Table 1 so that the identification of misconceptions is divided into 4 categories, namely understanding,

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

35

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

misconceptions, guessing, and not understanding concepts. The percentage of these categories can be
seen in Table 4 below

Table 4 Percentage 4 Numbering Categoriesand Questions
Student Answer Categories (%)
Misconceptions
Not
Problem
Understand Murni
Understand
Guess
Number
(S-S)
(B-S)
(S-B)
n
%
n
%
n
%
n
%

No

Subkonsep

1.

properties of different types
of quadrilaterals

2.
3.

4.

Define circumference and
area formulas for different
types of quadrilaterals
Explain the definition of a
quadrilateral flat build
Mentioning the properties of
different types of
quadrilaterals

6
7
Average
5
8
Average
1
Average
2
3
4

9
26

5.

0

0,00 17

81

1

0

0

26
19

81
59

3
1,5
0 0,00
2
6
3
5
16
16
2
6
2
6

20

63

12

54
5
11

16
34
25

22

69
69

Average
Solving contextual problems
related to the area and
circumference of a
quadrilateral flat build

28

67

37

53

6

0,00
26,5
8
25
7
22
23,5
0 0,00
0,00
3
9
7
22

5

16

0,00

19
15
17

19
12

59
38
48,5
5
15
15
1
4
4
13
0

10,3

0,00
5

9

9

28

6

19

7

22

10

31

10

8

25

10

31

8

25

6

19

Average

Total Average

26,5

25

23,5

25

48,3

10,3

16,76

22,1

In Table 4, it can be seen that the overall percentage of students who understand the concepts of
quadrangles and triangles is 48.3%, while students who experience pure misconceptions are 10.3%. The
percentage for students who guessed was 16.76% and students who did not understand concepts was
very large at 22.1%.
Overall, a comparison of the average student who experienced understanding, pure
misconceptions, guessing misconceptions, and not understanding concepts in thermodynamic concepts
can be seen in Figure 2 below.

Comparison of the Percentage of Misconceptions,
Understanding and Not Understanding the Overall
Concept
23%
17%

Understand Concept
49%

Pure Misconception
Guessing Misconceptions
Do not understand

11%

Figure 2. Comparison of Percentages of Misconceptions, Understanding and Not Understanding the
Overall Concept
This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

36

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

Identification of misconceptions experienced by students after learning is carried out to measure
the level of understanding of students. The learning carried out by students is formal, planned and carried
out with the guidance of school teachers. Both teaching materials, learning methods, and learning aids
are prepared as well as possible in accordance with the school curriculum.
The results obtained on the misconception diagnostic test with the two-level multiple choice test
(TTMC) can be seen that students' answers vary between the percentage of many students who
experience misconceptions, understand concepts, and do not understand concepts in each question item.
The overall percentage of students who understood the concept was 49%, experienced pure
misconceptions by 11%, guessing misconceptions by 17% and those who did not understand the
concepts by 23% (Figure 2). The achievement of student learning completion based on the concept of
complete learning is 75%-90% of the material that must be mastered by students. However, based on
Table 4. It is known that the average achievement of student learning outcomes is low (still below 50%).
The results of observations during the learning process, there are several obstacles that occur so
that it is known that the teacher and the learning process contribute to the occurrence of misconceptions
in students. 2 This can be seen from:
1.Repeatedly explaining the materials asked by students with inconsistent parables is done by the
teacher.
2.The teacher does not correct with the students the assigned assignment. Correcting together can
straighten out and provide re-understanding for students who still don't understand or hesitate in
doing the questions.
3.The learning time is too short because there are activities outside of learning.
The subconcept that reaches 50% is the subconcept Mentioning the properties of different types
of quadrilaterals. The percentage of understanding shows good understanding because it can be seen in
Table 3 in the subconcept that there is not too much difference between students who answer correctly
at the first level and answer correctly at both levels. However, when viewed as a percentage below 50%,
there are several subconcepts that have a considerable difference between students who answer correctly
at the first level and correct at both levels. The subconcept is Determining the formula of circumference
and area for different types of quadrilaterals. Determining the nature of jajargenjang and belahketupat,
The difference between correct answers at the first level and correct at both levels for the subconcept is
more than 20%. The magnitude of the gap may explain that many students understand concepts but not
in their entirety or misconceptions. This happens because students can answer the questions asked
correctly, but students are unable to explain the exact reasons for choosing the chosen answer.
The low understanding of students revealed from the learning outcomes through the TTMC test
shows that students have a low understanding of concepts. Table 4 shows students who understand
concepts by 49%, experience pure misconceptions by 11%, guessing misconceptions by 17% and those
who do not understand concepts by 23% Using this category, there are 23% of students who do not
understand concepts. The largest subconcept is solving problems related to quadrilateral and triangular
matter. The category of not understanding the concepts in the TTMC test is seen from the type of answers
of students who answer incorrectly at both levels of questions.
For the student misconception category of both pure misconceptions and misconceptions due to
guessing, the average overall percentage is 11% and 17%. Pure misconceptions are students who answer
right at the first level and wrong at the second level, while misconceptions due to guessing are wrong at
the first level but right at the second level. Three out of five subconcepts have an average of pure
misconceptions above 10.3% with the largest subconcept being solving contextual problems.
Meanwhile, the three subconcepts have a misconception value because guessing is above 16.74% with
the largest subconcept, which is solving contextual problems.

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

37

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

Misconceptions revealed using the TTMC instrument can be a record for teachers in carrying out
learning, especially on the concept of thermodynamics. Knowing the location of student misconceptions
will make it easier for teachers to carry out remediation (improvement) learning.
Details of student answer categories and misconceptions that occur per subconcept tested are seen
in the discussion below.
1.Subconcepts of properties of different types of quadrilaterals
In this subconcept, there are some students who experience misconceptions, although in this
subconcept it is only knowing from the properties of the quadrilateral wake (Cognitive level C1).
However, the biggest pure misconception is seen in number 7, which is a question about determining
which one belongs to the rhombus and to the misconception by guessing at number 6 which is about
determining which one belongs to the wake. Although this subconcept is only remembering, quite a
lot of students are fooled. This is because students misanalyze and distinguish between the nature of
peregi and belahketupat. Invisibly rhombic and square builds have similarities but they have different
properties. According to (Samosir et al., 2023) A rhombus is a wake whose angles are equal in size
and the opposite side is equal in length and the kite is a quadrilateral construct with one of its
diagonals dividing the other diagonal into two equal parts of length and the diagonals are
perpendicular to each other
2.Subconcepts determine the formula of circumference and area for different types of quadrilaterals
In this subconcept, students still experience misconceptions, and the misconceptions with the largest
percentage are in guessing misconceptions. In numbers 5 and 8 students do not understand how to
solve the problem, and how it is applied. Students just guess so that the answer is wrong but the
reason is right. This is because students do not understand how to use formulas and how to just guess.
3.Subconcept Explaining the definition of a quadrilateral flat build
In this subconcept, it is among the least misconceptions because the problem is only C1, namely
remembering. Students with pure misconceptions there are 16% where students are correct in
answering but in giving incorrect reasons
4.Subconcepts Mentioning the properties of different types of quadrilaterals
In this subconcept, students have quite a lot of misconceptions, this is because students underestimate
questions that seem easy but students are wrong in analyzing. In determining the sifta of rectangles
and parallels, students only know the shape but in analyzing their nature there are many
misconceptions.
5.Subconcepts Solving contextual problems related to the area and circumference of a quadrilateral
flat build
In this subconcept, it is among the most misconceptions, this is because students must first
understand and analyze the problem to be able to do and solve it. Students also don't remember the
extent of each flat wake so there are pure misconceptions and guessing misconceptions.
When analyzed more thoroughly for answers from students, based on the number of correct
answers to tier I questions and those that answered correctly at both levels, it was found that the correct
student answers in tier I were greater than the correct answers at both levels. This is because the response
to the first-level question is relatively straightforward, but the second-level question requires a deep
investigation into the understanding behind the answer at the first level. Like the research conducted by
(Triansyah, Komaliddin, et al., 2023) which mentions most students are unable to give a correct reason
for their answers.

Conclusion
Research on the Development of a Two Level Multiple Choice Test (TTMC) for Quadrilateral
and Triangular Flat Building Materials in Measuring Misconceptions at MTs Darul Hikmah
Tulungagung concludes as follows: First, the suitability of the evaluation tool has been achieved with
This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

38

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

predetermined success criteria, namely the completion of learning by students by 75% - 90% of the
material mastered by students. Through the statistical tests carried out, the instrument has met the
predetermined criteria so that this evaluation tool can be used. Second, the identification of
misconceptions is divided into four categories, namely understanding, pure misconception, guessing,
and not understanding the concept. The overall percentage of students who understand the concept is
49%, experiencing pure misconceptions is 11%, misconceptions due to guessing are 17%, and students
who do not understand the concepts are 23%. Based on the results of this study, the researchers made
several suggestions. First, this TTMC-based evaluation test can be used to identify misconceptions in
four categories, namely understanding, pure misconception, guessing, and lack of understanding of
concepts in rectangular and triangular flat shapes. The results of this test can be followed up with followup by subject teachers so that students do not experience obstacles in the next material. Second, in
preparing evaluation tests, educators are expected to pay attention to the quality of the test questions.
For further research, it is recommended to apply this approach to other materials to see its effectiveness.

References
Ahmed, M. A., & Kumalasari, N. (2023). ANDIN-MU : Development of Android-Based Descriptive
Text Interactive Multimedia Materials in High School English Subjects. ALJ: Assyfa Learning
Journal, 1(1), 49–59.
Aji, F. B., Nurmalitasari, D., Lestari, A., & Muhammad, I. (2023). Comedian Mathematical Thinking:
An Islamic Examination of Inductive, Deductive, and Analogy Approaches in the Creation of
Stand-Up Comedy Material. Assyfa Journal of Islamic Studies, 1(1), 24–30.
Amany, D. A. L., & Puteri, A. A. I. (2023). Analysis of The Relationship Between Student Interest and
Written Communication in Solving Realistic Mathematics Problems. Delta-Phi: Jurnal
Pendidikan Matematika, 1(1), 31–42.
Angraini, L. M., Alzaber, A., Sari, D. P., Yolanda, F., & Muhammad, I. (2022). IMPROVING
MATHEMATICAL CRITICAL THINKING ABILITY THROUGH AUGMENTED REALITYBASED LEARNING. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3533.
https://doi.org/10.24127/ajpm.v11i4.5968
Angraini, L. M., Yolanda, F., & Muhammad, I. (2023). Augmented Reality : The Improvement of
Computational Thinking Based on Students ’ Initial Mathematical Ability. International Journal
of Instruction, 16(3), 1033–1054.
Arif, V. R., Afnan, M., & Usmiyatun. (2023). Development of Social Studies Animation Video ( S2AV
) Teaching Materials on the Material " Plurality of Indonesian Society " for Junior High School
Students. ALJ: Assyfa Learning Journal, 1(1), 1–11.
Cahyadi, M. R., & Ariansyah, F. (2023). Analysis of Skills Using Pattern Finding Strategies in Solving
Mathematical Problems in View of Gender Differences. Delta-Phi : Jurnal Pendidikan
Matematika, 1(1), 12–22.
Darmayanti, R., Nguyen, T., & Serpe, A. (2023). Gema Cow-Pu: Development of Mathematical
Crossword Puzzle Learning Media on Geometry Material on Middle School Students’ Critical
Thinking Ability. Assyfa Learning Journal, 1(1), 37–48.
Inganah, S., Choirudin, & Rizki, N. (2023). Integration of Islamic Values , Mathematics , and Career
Readiness Competencies of Prospective Teachers in Islamic Universities. Delta-Phi : Jurnal
Pendidikan Matematika, 1(1), 23–30.
Jayanti, E. F., Choirudin, & Anwar, M. S. (2023). Application of the Mind Mapping Learning Model to
Improve Understanding of Mathematics Concepts in Building Space Materials. Delta-Phi : Jurnal
Pendidikan Matematika, 1(1), 43–56.
Laila, A. R. N., Cholily, Y. M., Syaifuddin, M., Sugianto, R., & Muhammad, I. (2023). Desain Modul
Matematika Bilingual: Urgensi Pengembangan Media Matematika Bilingual dengan konten
Islami. Assyfa Journal of Islamic Studies, 1(1).
Lestari, A. S. B., Wahyono, A., Purwanto, Anas, K., Nurmalasari, Y., Bibi, R., & Yunus, M. (2023).
Plan – Do – See : Lesson Study-Based Differentiated Learning. Delta-Phi : Jurnal Pendidikan
Matematika, 1(1), 85–92.

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

39

M. Nurul Humaidi, Fadli Agus Triansyah, Rahmad Sugianto, Alfi Rachma Nisfi Laila | | Development ….
Assyfa Journal of Islamic Studies, v(1)n(1), 2023, 31-40

Maryanto, B. P. A., Rachmawati, L. N., Muhammad, I., & Sugiyanto, R. (2023). Kajian Literatur:
Problematika Pembelajaran Matematika Di Sekolah. Delta-Phi: Jurnal Pendidikan Matematika,
1(2), 93–106.
Muhammad, I., Darmayanti, R., & Arif, V. R. (2023). Discovery Learning Research in Mathematics
Learning : A Bibliometric Review. Delta-Phi : Jurnal Pendidikan Matematika, 1(1), 72–84.
Muhammad, I., Triansyah, F. A., Fahri, A., & Gunawan, A. (2023). Analisis Bibliometrik: Penelitian
Game-Based Learning pada Sekolah Menengah 2005-2023. Jurnal Simki Pedagogia, 6(2), 465–
479. https://www.edukatif.org/index.php/edukatif/article/view/4713
Muhammad, I., Triansyah, F. A., Fahri, A., & Lizein, B. (2023). Analisis Bibliometrik: Penelitian SelfEfficacy Pada Sekolah Menengah Atas (1987-2023). Edukatif: Jurnal Ilmu Pendidikan Volume,
5(1), 519–532.
Muhammad, I., Yolanda, F., Andrian, D., & Rezeki, S. (2022). Pengembangan Media Interaktif
Menggunakan Adobe Flash Cs6 Profesional Pada Materi Relasi Dan Fungsi. Journal of Authentic
Research
on
Mathematics
Education
(JARME),
4(1),
128–140.
https://doi.org/10.37058/jarme.v4i1.3958
Mustakim, A., & Ngaliyah, J. (2023). Quantum Teaching Model : Untuk Meningkatkan Hasil Belajar
Matematika Siswa MTs. JPTK: Jurnal Penelitian Tindakan Kelas, 1(1), 21–29.
Nasiha, W., Afifah, N., & Amir, A. N. (2023). Design of a Website-Based Arabic Typing Application
for Students of Arabic Language Education Program at University. ALJ: Assyfa Learning Journal,
1(1), 12–24.
Pradana, M. D., & Uthman, Y. O. O. (2023). Development of Aqidah Akhlak Learning Media “ Board
Game Based on Education Fun on the Theme of Commendable Morals ( E-Fun A2M )” for High
School Students. ALJ: Assyfa Learning Journal, 1(1), 25–35.
Rachmawati, L. N., Sah, R. W. A., & Hasanah, S. N. (2023). Newman and Scaffolding Stages in
Analyzing Student Errors in Solving Algebraic Problems. Delta-Phi : Jurnal Pendidikan
Matematika, 1(1), 1–11.
Samosir, C. M., Muhammad, I., & Marchy, F. (2023). Research Trends in Problem Based Learning in
Middle School ( 1998-2023 ): A Bibliometric Review. Sustainable Jurnal Kajian Mutu
Pendidikan, 6(1), 46–58.
Santiago, P. V. da S. (2023). Didactic Engineering Supporting the Use of Gamification Applied to the
Teaching of Arithmetic Operations. Delta-Phi : Jurnal Pendidikan Matematika, 1(1), 57–71.
Segara, B., Setiawan, A., & Anwar, M. S. (2023). Metode Inquiry : Meningkatkan Hasil Belajar
Matematika Siswa SMP Pada Materi Luas Bangun Datar. JPTK: Jurnal Penelitian Tindakan
Kelas, 1(1), 30–38.
Siahaan, E. Y. S., Muhammad, I., Dasari, D., & Maharani, S. (2023). Research on critical thinking of
pre-service mathematics education teachers in Indonesia (2015-2023): A bibliometric review.
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan
Matematika, 9(1).
Soraya, S. M., Kurjono, & Muhammad, I. (2023). Analisis Bibliometrik : Penelitian Literasi Digital dan
Hasil Belajar pada Database Scopus ( 2009-2023 ). EDUKASIA: Jurnal Pendidikan Dan
Pembelajaran, 4(20), 387–398.
Sugianto, R. (2023). Penerapan Video YouTube “ Pak Rahmad ” sebagai Sumber Belajar Matematika
Untuk Meningkatkan Hasil Belajar Siswa SMA. JPTK: Jurnal Penelitian Tindakan Kelas, 1(1),
1–9.
Triansyah, F. A., Komaliddin, Y., Ugli, B., Muhammad, I., & Nurhoiriyah, N. (2023). Determinants of
Teacher Competence in Islamic Education: Bibliometric Analysis and Approach. Indonesian
Journal of Islamic Education Studies (IJIES), 6(June), 17–32.
Triansyah, F. A., Muhammad, I., Rabuandika, A., Pratiwi, K. D., Teapon, N., & Assabana, M. S. (2023).
Bibliometric Analysis : Artificial Intelligence ( AI ) in High School Education. Jurnal Imiah
Pendidikan Dan Pembelajaran, 7(1), 112–123.
Triansyah, F. A., Yanti, F., Rabuandika, A., & Muhammad, I. (2023). Augmented Reality Research in
Middle Schools : Bibliometric Review. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(1),
369–378.

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

40