Fotiem Test To Analyze Scientific Communication Skills in Linear Motion

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Fotiem test to analyze scientific communication skills in linear motion

To cite this article: Qisthi Fariyani and Hamdan Hadi Kusuma 2021 J. Phys.: Conf. Ser. 1796 012105
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Young Scholar Symposium on Science Education and Environment (YSSSEE) 2020 IOP Publishing
Journal of Physics: Conference Series 1796 (2021) 012105 doi:10.1088/1742-6596/1796/1/012105
Fotiem test to analyze scientific communication skills in linear

motion
Qisthi Fariyani* and Hamdan Hadi Kusuma
Physics Education Department, Universitas Islam Negeri Walisongo Semarang, Indonesia
*qisthifariyani@walisongo.ac.id
Abstract. Scientific communication is an important skill for teacher, but so far, lecturers have
never evaluate the scientific communication skills of pre-service physics teacher. This study
aims to analyze the scientific communication skills of pre-service physics teacher of UIN
Walisongo Semarang. The data collection methods used were tests, questionnaires, and
documentation. The results of the data analysis showed that the test questions were valid and
reliable. There are 27 items in the final product, with one easy question and 26 moderate
questions. Pre-service physics teachers' scientific communication skills are divided into six
categories, with a percentage of 23.6% being skilled; 1.2% less skilled type 1A; 2,6% less
skilled type 1B; 6.7% less skilled type 2A; 47.9% less skilled type 2B; and 17.9% unskilled.
The lecturers need to improve scientific communication skills to pre-service physics teacher. In
addition, lecturers also need to analyze pre-service physics teachers' scientific communication
skills other materials.
Keywords: fortiem test, scientific communication, liniear motion.
1. Introduction
Communication skills have an important role in professional life, including for educators [1].
Scientific communication skills are the ability to read a graph, table or diagram from the results of an
experiment, explain an experimental result, and change the presentation of data including the ability to
interpret graphs, interpret tables, make graphs, and make tables [2,3]. Scientific communication is
divided into two types, namely oral and written scientific communication. Oral scientific
communication is the ability to explain the results of experiments or research, discuss the results of
activities and the ability to submit reports systematically. Written scientific communication is the
ability to change the presentation of data and compile reports systematically [4].
Students' scientific communication skills are very important to detect because they are related to
soft skill development, including the ability to reveal solutions to problems, summarize data, interpret
the relationships of various variables, make predictions and make decisions [2, 5, 6]. In addition,
written communication skills are tools that can be used for reflection and can increase the ability to
change perspectives, understand material, and develop scientific literacy [7]. These soft skills are
important as provisions for students in their future lives as teachers [8]. Learning using visual
representations (tables, graphs, or diagrams) shows a better storage of information and understanding
of material than using only verbal learning [5]. However, nowadays there has never been an
evaluation to identify the scientific communication skills of pre-service physics teacher UIN
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Walisongo Semarang. The current evaluation only focuses on the cognitive and psychomotor domains.
The results of interviews with four physics lecturers at UIN Walisongo show that the lecturers have
never evaluated scientific communication skills, even they have not thought of it because they are still
fixated on cognitive evaluation as has been going on so far. Evaluation of pre-service physics teacher
skills is also rarely carried out due to time constraints and lecturers' busyness in making evaluation
instruments. In addition, the lecturers also admitted that they did not fully understand various kinds of
evaluation instruments, especially for measuring student skills. Previous studies have shown that
overall, students' scientific communication skills are still low and need to be improved [9]. This
indicates that it is necessary to evaluate scientific communication skills so that lecturers can analyze
pre-service physics teachers' abilities and make appropriate improvements
One of evaluation instrument that can be used to identify scientific communication skills is the
Fotiem Test [10-13]. This instrument is a multiple choice question consisting of four tiers. The first
tier is in the form of questions with answer choices; the second tier is the level of student confidence
in choosing answers; the third tier is the choice of reasons and one is an open reason; the fourth tier is
the level of confidence in choosing the reasons. The form of this test question can differentiate the
level of confidence in choosing each answer and the reason [14]. Multiple choice questions were
chosen because they were efficient, objective, easy to use and less influenced by individual tendencies
to respond in certain ways [15]. Fotiem test is expected to help lecturers in identifying scientific
communication skills for pre-service physics teachers. When the weaknesses of pre-service physics
teachers are known, the lecturer can take the right steps to improve the communication skills so that
they will produce pre-service physics teachers who are competent in mastering and delivering the
material.
In this research, the analyze of scientific communication skill in linear motion by using instrument
of fotiem test for pre-service physics teacher UIN Walisongo Semarang were investigated. Analysis
of scientific communication skills was also carried out on each question indicator, including, analyze
physical quantities of motion, analyze the concept of uniform linear motion, analyze physical
quantities related to the concept of uniform linear motion, analyze the concept of uniformly
accelerated rectilinear motion, analyzing physical quantities in uniformly accelerated rectilinear
motion, explain the concept of free fall motion, and analyze physical quantities in free fall motion.
2. Method
The test instrument was developed to analyze the scientific communication skills of pre-service
physics teachers UIN Walisongo Semarang. The questions developed were multiple choice
questions equipped with a choice of reasons and a level of confidence in choosing answers and
reasons. The development procedure was carried out according to [16].
The samples taken were 116 pre-service physics teachers, divide as follow: ten for preliminary
field testing, 23 for operational field testing, and 83 for main field testing. The data collection
technique used tests, questionnaires, and documentation. The test was carried out twice, namely the
operational field testing and main field testing. The test results on the operational field testing were
used to analyze the validity, reliability, difficulty level, and difference power of the questions; while
the results of the main field testing were used to analyze the scientific communication skills of pre-
service physics teacher. The questionnaire was given twice, to sample in preliminary field testing and
main field testing. The questionnaire on the preliminary field testing was used to determine the pre-
service physics teacher's response to the readability and construction of the questions, while the
questionnaire on the main field testing was used to determine the responses of pre-service physics
teacher about fotiem test. There are six statement items in the preliminary field-testing questionnaire
and 13 items in the main field-testing questionnaire. Documentation is used to collect the data needed
in the study, such as a list of names and a list of pre-service physics teachers' scores who were used as
the research sample.
Analysis of the validity of the test items used content validity, with two physics education lecturers
as experts who gave the assessment. Reliability testing uses the Alpha Cronbach equation. The test
2
questions were also analyzed the level of difficulty and different power of the questions to test the
characteristics of the items. The results of the tests that have been done by pre-service physics teachers
are interpreted to the scientific communication skills of pre-service physics teachers UIN Walisongo
Semarang. Interpretation of the fotiem test results can be seen in Table 1.
Table 1. Interpretation of Scientific Communication Skills
Confidence
Confidence
Question Level of
Level of The Reason Category Description
Answer The
Answer
Reason
Right High Right High Skilled Considered skilled and have
mastered concepts.
Right High Right Low Less Can answer correctly without
Right High Wrong Low Skilled knowing the reason for the
Type 1A answer.
Right Low Right High Less Understanding the flow of the
Wrong Low Right High Skilled problem and can provide the right
Type 1B reasons, but unable to give the
correct answer to the question.
Right Low Wrong High Less Cannot answer/give the correct
Wrong High Right Low Skilled reasons but have high confidence
Wrong Low Wrong High Type 2A in the answers/ reasons chosen.
Wrong High Wrong Low People in this group are on the
threshold between not
understanding and
misconceptions.
Righr High Wrong High Less Sure of the answers and reasons
Wrong High Right High Skilled given, even though the answers
Wrong High Wrong High Type 2B and reasons given are not
necessarily correct. People in this
group tend to have
misconceptions.
Right Low Right Low Unskilled Have a low level of confidence in
Right Low Wrong Low providing answers and reasons.
Wrong Low Right Low People in this group tend not to
Wrong Low Wrong Low understand the concept.
3. Results and Discussion

3.1. Validity, Reliability, Level of Difficulty and Difference Power of Fotiem Test
Each item on the test consists of 21 assessment criteria covering the aspects of material,
construction, the ability to measure scientific communication skills, and language. There were 30
items that were assessed by each validator. The recapitulation of the results of the validator's
assessment of the physiem test is shown in Table 2. The results of the test validation by two
validators showed that all the items were in the very good category and could be used without
revision. Reliability testing was conducted to determine the consistency of the question products
made. The analysis result shows rcount = 0.955 which is more than rtable = 0.355. So that it can be
concluded that the test questions are reliable.
The difficulty level test is carried out to classify the test questions into easy, difficult, or medium
categories. Based on the results of the operational field testing of the 30 questions tested, there were
29 medium category questions and 1 easy category item. This result shows that the test questions are
3
in ideal conditions, with a moderate level of difficulty. The medium difficulty category indicates that
the question is neither too difficult nor too easy to solve. There is one question that is included in the
easy category, namely test question number 5.
The difference power of the questions is needed to filter the questions that are feasible to use.
Question test that can be used are in category not thrown away. Improvements are made to questions
that are in the accepted category but need to be corrected and the category corrected. Improvements
were made to the aspects of language, the numbers used in the questions, the order of answer choices,
and the clarity of the picture. The recapitulation of the analysis of the difference in the questions can
be seen in Table 3.
Table 2. Recapitulation of the Fotiem Test Validation
Question Percentage
Score of Validator 1 Score of Validator 2 Average
Number (%)
1 21 21 21 100
2 21 21 21 100
3 21 21 21 100
4 20 21 20.5 97.6
5 21 21 21 100
6 21 21 21 100
7 19 20 19.5 92.8
8 21 21 21 100
9 20 20 20 95.2
10 21 21 21 100
11 21 21 21 100
12 21 21 21 100
13 21 21 21 100
14 21 21 21 100
15 21 19 20 95.2
16 20 21 20.5 97.6
17 21 21 21 100
18 19 21 20 95.2
19 21 21 21 100
20 21 21 21 100
21 21 21 21 100
22 21 19 20 95.2
23 21 21 21 100
24 20 19 19.5 92.8
25 21 21 21 100
26 21 21 21 100
27 21 21 21 100
28 20 18 19 90.5
29 21 21 21 100
30 21 20 20.5 97.6
4
Table 3. Recapitulation of the Difference Power Analysis of the Fotiem Test

Criteria Number of Question Total
Accepted 1, 12, 15, 20, 24, 29 6
Accepted, but needs to be corrected 3, 6, 8, 9, 11, 13, 14, 18, 21, 25, 27 11
Corrected 2, 5, 7, 10, 17, 19, 22, 23, 28, 30 10
Thrown away 4, 16, 26 3
Total 30
Based on the results of the analysis of the validity, reliability, difficulty level, and difference power
of the questions, there were three item test items that could not be used because they did not meet the
requirements for the difference in question power. The number of questions used as the final product
of the photo test is 27 items, consisting of seven question indicators; as well as four indicators and
three levels of scientific communication skills.
3.2 Analysis of Scientific Communication Skills

The data used for the analysis of scientific communication skills is the test results on the main field
test, with a sample of 83 pre-service physics teachers UIN Walisongo Semarang. Recapitulation of the
overall average scientific communication skills of pre-service physics teachers is presented in Figure
1.
Figure 1. Recapitulation of Pre-service Physics Teachers’ Scientific Communication Skills

The results of data analysis show that the scientific communication skills of pre-service physics
teacher UIN Walisongo Semarang are spread into the categories of skilled, less skilled type 1A, less
skilled type 1B, less skilled type 2A, less skilled type 2B, and unskilled. The results of data analysis
showed that of all the questions given, less than 25% of pre-service physics teachers were categorized
as skilled. This shows that most pre-service physics teacher have low scientific communication skills.
Akinbobola & Afolabi stated that of the five components of science process skills studied,
communication skills showed the lowest results compared to other skills [17]. Development of
scientific communication skills is needed to become a professional [18].
Table 4. Analysis of Scientific Communication Skills on Each Question Indicator
Less Less Less Less
Number of Skilled Skilled Skilled Skilled Skilled Unskilled
Indicator (%) Type 1A Type 1B Type 2A Type 2B (%)
(%) (%) (%) (%)
1 29 0 2 6 54 9
2 36 1 1 2 55 5
5
Less Less Less Less

Number of Skilled Skilled Skilled Skilled Skilled Unskilled
Indicator (%) Type 1A Type 1B Type 2A Type 2B (%)
(%) (%) (%) (%)
3 29 1 3 3 44 20
4 26 2 3 6 47 16
5 11 2 3 11 40 33
6 19 2 3 9 56 11
7 13 1 5 9 43 29
Analysis of scientific communication skills was also carried out on each question indicator. The
test questions consist of seven question indicators (as shown in Table 4), including: (1) analyze
physical quantities of motion, (2) analyze the concept of uniform linear motion, (3) analyze physical
quantities related to the concept of uniform linear motion, (4) analyze the concept of uniformly
accelerated rectilinear motion, (5) analyzing physical quantities in uniformly accelerated rectilinear
motion, (6) explain the concept of free fall motion and (7) analyze physical quantities in free fall
motion.
Pre-service physics teachers have the highest skilled category on indicators of analyzing physical
quantities related to the concept of uniform linear motion, with a skill level of L2. This result shows
that pre-service physics teachers have the ability to present the relationship between two variables and
relate some information to the data to answer the questions. The concepts of displacement and velocity
have been studied since junior high school, deepened in high school and basic physics courses. Pre-
service physics teachers also have direct experience in discovering the concept of displacement and
velocity through practicum. Direct experience in finding concepts makes students have a stronger
memory of the concepts they learn [19].
Pre-service physics teachers are in the lowest skilled category on indicators of analyzing physical
quantities on the concept of uniformly accelerated rectilinear motion, with indicators of skills in
interpreting graphs at the L3 skill level. This is due to the lack of conceptual understanding and low
graphic literacy of pre-service physics teachers. Developing the ability to interpret graphs will increase
understanding because students have direct experience in solving problems [20]. Increasing the ability
to interpret graphs can be done by increasing literacy and often practicing solving problems related to
graphic interpretation. The use of simulation to classroom learning also has the potential to achieve
more conceptual learning and improve process skills in terms of the use and interpretation of graphics
[21].
The percentage of pre-service physics teachers with less skilled type 1A tends to be low, which is
below 4.8%. Pre-service physics teachers cannot answer questions with absolutely no reason to
provide answers. The less skilled type 1B are also not much different from the distribution of the less
skilled type 1A. Only 2.6% of the total study sample was included in the less skilled type 1B category.
Sample in this category have understood how to solve the problems contained in the questions, but
cannot solve the problems correctly. The highest percentage of less skilled type 1B is in question
number 4 with the indicator of analyzing physical quantities related to the concept of uniform linear
motion. This highest percentage is only 10% of the entire study sample. This is due to the lack of
mathematical abilities of pre-service physics teachers. Concepts that have been studied since high
school make pre-service physics teachers have an understanding and experience of these concepts.
However, pre-service physics teachers have difficulty solving the final problem in the calculation
section. In addition, there are pre-service physics teachers who are not careful in calculating and
analyzing data so that they cannot give the final answer correctly. This is in accordance with the
opinion of Chiu which states that students need to learn the math skills to acquire advanced physics
knowledge [22].
The distribution of pre-service physics teachers with the less skilled type 2A category was evenly
distributed in the questions tested. Even so, there were two question numbers that were not found in
6
the less skilled type 2A category, and the highest percentage of pre-service physics teachers in this
category was only 16.87%. Less skilled type 2A indicates that pre-service physics teachers have a high
level of confidence in giving one of the answers or reasons, even though the answers or reasons given
are not necessarily correct. The results of this study indicate that pre-service physics teachers are less
likely to be at the threshold between not understanding and misconceptions. Pre-service physics
teachers tend to have a high level of confidence in choosing answers and reasons, even though the
choices given are not necessarily correct. This makes the average scientific communication skills of
pre-service physics teachers in the less skilled type 2B category.
Pre-service physics teachers have a high level of confidence in providing answers and reasons,
even though the answers and reasons given are not necessarily correct. These results can also be
interpreted that there is a high probability that pre-service physics teachers experience misconceptions
in Linear Motion material. Pre-service physics teachers who experience misconceptions have a high
level of confidence in giving wrong answers and reasons [23]. The great opportunity for pre-service
physics teachers to experience misconceptions becomes the lecturer's task to anticipate and
immediately take action to reduce the misconceptions that are found. Lecturers must carry out an
evaluation to identify pre-service physics teachers’ misconceptions.
As many as 47.9% of pre-service physics teachers are in the less skilled type 2B category and have
a risk of experiencing misconceptions. The highest risk of misconception of 73% is found in the
indicator analyzing the physical quantities of motion with the L2 skill level. Pre-service physics
teachers are sure of the answers and reasons given because they feel they have mastered the familiar
concept of quantities in motion. However, pre-service physics teachers forget the basic concepts of
uniform linear motion and uniformly accelerated rectilinear motion to solve the problems on this
indicator. Pre-service physics teachers consider the problem in question as the concept of uniform
linear motion, which is actually the concept of uniformly rectilinear motion with constant acceleration.
The less skilled type 2B category with a percentage of 70% is also found in the indicator of analyzing
physical quantities related to the concept of uniform linear motion with the L3 skill level. Pre-service
physics teachers consider the motion of objects displayed in the graphic to be uniformly accelerated
rectilinear motion, which is actually uniform linear motion. Pre-service physics teachers are less
careful in interpreting the distance versus time graph. Pre-service physics teachers only see the line
formed by the graph, without paying attention to the abscissa axis and the ordinate.
The less skilled type 2B found in concepts which according to pre-service physics teachers are easy
and understandable concepts. However, the concept that was considered to have been mastered was
not the correct concept. This unconscious misunderstanding of concepts will cause problems in
acceptance of new concepts and when pre-service teachers become the real teachers, there is an
opportunity to teach wrong concepts to students [24]. The results of research by Fadllan et al. also
showed a similar result, that the misconception most often occurs in the concept of accelerated linear
motion [25]. The source of misconceptions comes from associative thinking, incomplete or wrong
reasoning, and wrong intuition.
The unskilled category was found with an average percentage of 17.9%. The highest unskilled
category is found in the indicator of analyzing the physical quantities of uniform linear motion with
skill level L3. Miranti et al. stated that students have good oral scientific communication skills, but
low in written communication [26]. Pre-service physics teachers tend not to understand concepts with
an indication of a low level of confidence in choosing answers and reasons. Pre-service physics
teachers have difficulty interpreting the graph and linking some of the information from the graph to
answer questions outside the data. Pre-service physics teachers are not familiar with these types of
questions because the tests that have been given are only to test ordinary cognitive abilities. In
addition, pre-service physics teachers' abilities are only limited to remembering concepts that have
been taught previously. If there is a problem modification, pre-service physics teachers have not been
able to solve the problem appropriately. Concept understanding and scientific communication skills
are related to each other. Students with good conceptual understanding tend to have good scientific
communication skills as well. [27].
7
Scientific communication skills are one of the most important competencies in the 21st century
[28]. Based on the overall research results, the scientific communication skills of pre-service physics
teacher UIN Walisongo Semarang are in the low category. One of the factors that causes the low level
of scientific communication is learning activities and materials [9]. Lecturers need to improve
students' scientific communication skills through learning in taught subjects, as needed. This is
consistent with the opinion of Mercer-Mapstone & Kuchel which states that scientific communication
is a diverse and transdisciplinary field, and is taught most effectively when the skills involved are
adapted to a particular educational context [29]. One way that can be applied is by linking
socioscience problems to increasing peer interaction, stimulating reasoning, and building shared social
knowledge [28]. Improving scientific communication skills can also done by utilizing computer-based
learning. The use of simple computer simulations in learning physics can improve overall science
skills [30]. Another alternative that can be done is by the implementation of Design-Based Science
Plus (DBSP+) learning idea communication framework to improve students' scientific communication
skills [31].
Pre-service physics teachers must have good scientific communication skills in order to become
competent teachers. A teacher not only must have a strong understanding of concepts but also must be
able to have communication skills to convey ideas and science content [32]. Without good scientific
communication skills, teachers will find it difficult to convey material to students so that it can hinder
the learning process. This will affect students' understanding of concepts, especially physics concepts.
Physics subjects require scientific communication skills both orally and in writing. The purpose of
learning physics is that students have the ability to master scientific concepts and communication
skills [33]. Learning physics is closely related to the creation and interpretation of tables and graphs
from experimental data. If the teacher does not have good scientific communication skills, physics
learning will not run smoothly and cause student difficulties in understanding concepts.
4. Conclusion
Fotiem test is an evaluation instrument that can be used to analyzed scientific communication skills.
The form of the test questions is a reasoned multiple-choice question equipped with a level of
confidence in providing answers and reasons. The final product produced totaled 27 items, consisting
of seven item indicators, four indicators of communication skills, and three skill levels. The developed
test questions are in the valid and reliable category. One item is included in the category of easy
questions and 26 items are medium. The difference power of the test questions is divided into six
accepted items, 11 accepted items but needs to be corrected, and 10 items corrected. The results of
data analysis showed that on average 23.6% of pre-service physics teachers were in the skilled
category; 1.2% less skilled type 1A; 2,6% less skilled type 1B; 6.7% less skilled type 2A; 47.9% less
skilled type 2B; and 17.9% unskilled. These results indicate that the average scientific communication
skills of pre-service physics teachers UIN Walisongo Semarang are still low and require improvement.
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Acknowledgements
The authors gratefully acknowledge financial support from BOPTN LP2M UIN Walisongo 2020. The
reviewer from LP2M for the suggestion in this research.
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Fotiem test to analyze scientific communication skills in linear motion

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Fotiem test to analyze scientific communication skills in linear

Qisthi Fariyani* and Hamdan Hadi Kusuma

Physics Education Department, Universitas Islam Negeri Walisongo Semarang, Indonesia

3. Results and Discussion

Table 3. Recapitulation of the Difference Power Analysis of the Fotiem Test

3.2 Analysis of Scientific Communication Skills

Figure 1. Recapitulation of Pre-service Physics Teachers’ Scientific Communication Skills

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