摘要：This study aims to report the development an instrument that is standardized
(reviewed by validity, reliability, and difficulty index) to detect science
misconception in an elementary school teacher. This study used a 4-D model;
defining, designing, developing, and disseminating. First, it was prepared with 47
opened-ended questions, and then it was validated by two experts (Physics and
Biology) to find out content validity value and inter-rater reliability. The next stage
was arranged an empirical test to 103 elementary school teachers in Surakarta,
Indonesia by stratified purposive sampling. The data were analyzed using content
validity formula, a measure of Agreement Kappa, Pearson’s Correlation,
Cronbach’s alpha, and difficulty index. The result of this study indicated that there
were 22 valid items. It can be concluded that this instrument is worthy to be used
to detect the science misconception of an elementary school teacher.
关键词：diagnostic test; science misconception; validity; reliability; difficulty index
