In Physics learning, the misconception is often experienced by students, including on Dynamic Fluid materials namely Continuity. This study aims to identify misconceptions that occur in the subject matter of the Continuity and identify the concept's weakness as the cause of the misconception. The study was conducted on 37 students in one high school in Bandung with one shoot research method. The diagnosis of student misconceptions is made using a four-tier diagnostic test instrument which is the development of a three-tier test instrument by adding a confidence level to the third tier. The results of the diagnosis showed that students who experienced misconceptions of 28%, students who understand some 35%, students who understand the concept only 6%, students who do not understand the concept of 30% and students who cannot be coded 0%. Based on the results of the observation on the learning process and the analysis on the third and fourth tier answers, misconception that occurs is generally due to the student's inappropriate logic that students assume that the fluid has a large speed has a large fluid pressure, and fluid has a small speed has a small fluid pressure. Keywords: Misconception, Continuity, Four-Tier Diagnostic Test AbstrakDalam pembelajaran Fisika, tidak jarang ditemukan adanya miskonsepsi yang dialami oleh siswa, termasuk pada sub-materi Fluida Dinamis yaitu Azas Kontinuitas. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi yang terjadi pada materi ajar Azas Kontinuitas serta mengidentifikasi kelemahan konsep sebagai penyebab terjadinya miskonsepsi tersebut. Penelitian dilakukan terhadap 37 siswa di salah satu SMA di kota Bandung dengan metode penelitian one shoot research. Diagnosis miskonsepsi siswa dilakukan menggunakan instrumen four-tier diagnostic test yang merupakan pengembangan instrumen three-tier test dengan menambahkan tingkat keyakinan jawaban pada tier ketiga. Hasil diagnosis menunjukkan bahwa siswa mengalami miskonsepsi pada sub-materi Azas Kontinuitas sebesar 28%, siswa yang paham sebagian 35%, siswa yang paham konsep hanya 6%, siswa yang tidak paham konsep sebesar 30% dan siswa yang tidak dapat dikoekan 0%. Berdasarkan hasil observasi dalam pembelajaran dan anlisis pada jawaban tier ketiga dan keempat, miskonsepsi yang terjadi umumnya disebabkan logika siswa yang kurang tepat yaitu siswa beranggapan bahwa fluida yang memiliki kelajuan besar memiliki tekanan fluida yang besar, begitupun sebaliknya.
<p align="justify">Penelitian ini bertujuan untuk mengembangkan instrumen tes diagnostik <em>Four Tier Test</em> untuk mendiagnostik pengubahan konseptual siswa pada materi getaran. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan 3D. Model pengembangan 3D terdiri atas 3 tahap yaitu: 1) <em>Define </em>(Pendefinisian), 2) <em>Design </em>(Perancangan), dan 3) <em>Develop </em>(Pengembangan). Instrumen yang digunakan pada penelitian ini berupa lembar penilaian kualitas instrumen tes untuk ahli materi dan ahli evaluasi. Penilaian kualitas produk menggunakan skala <em>likert </em>dengan 5 skala yang dibuat dalam bentuk <em>checklist</em>. Adapun hasil penelitian yang dikembangkan adalah instrumen tes VCCI (<em>Vibration Conceptual Change Inventory</em>) bentuk <em>four tier test </em>untuk mendiagnostik pengubahan konseptual siswa. Instrumen tes diagnostik VCCI ini terdiri dari 6 butir soal. Validasi butir soal meliput validitas isi yang ditinjau dari aspek materi, konstruksi, dan bahasa/budaya, serta kesesuiaian antara soal-soal dalam tes dengan indikator yang diperoleh dari pertimbangan para dosen ahli. Berdasarkan validitas isi tersebut, 6 soal dinyatakan sangat layak digunakan dengan validitas rata-rata untuk aspek materi, konstruksi, dan bahasa/budaya adalah 0,99. Sedangkan validitas rata-rata untuk kesesuaian antara indikator dengan soal dan kesesuaian antara soal dengan aspek kognitif masing-masing sebesar 0,94 dan 0,89. Dari hasil validitas tersebut dapat dinyatakan bahwa instrumen tes diagnostik VCCI bentuk <em>Four Tier Test</em> yang dikembangkan valid dan sangat layak digunakan untuk mendiagnostik pengubahan konseptual siswa pada materi getaran.</p>
As one of the foundations in the development of technology, physics must be supported by experimental activities that are able to develop a scientist's skills, such as scientific reasoning skills. Experiments with cookbook methods that have been conducted in various experimental activities are considered not able to maximize the potential of students because it does not provide wide opportunities for students to explore. One of the solutions to develop the scientific reasoning skills of physics students is the problem solving-based experiment approach. The research was conducted by one group pretest-posstest design to 20 physics students as research sample. The research instrument used is the scientific reasoning instrument test developed by Lawson which is known as Lawson Classroom Test of Scientific Reasoning (LCTSR) and student work sheet instrument (LKM) containing problems in daily life and questions about: tools and materials, prediction, exploration, measurement, analysis and conclusions. The results show all aspects of scientific reasoning being measured, i.e. 1) conservation of matter and volume, 2) proportional thinking, 3) identification and control of variables, 4) probabilistic thinking, 5) correlative thinking, and 6) hypothetic-deductive thinking has increased. Based on the result of research can be concluded that the problem solving-based experiment can improve the scientific reasoning skills of physics students.
Student repeatedly have difficulties in understanding complex physics concepts, such as fluid dynamic concept. It is occurred because the students’ conceptual understanding is low, thus indicating a low student mental model. The study aims to describe the students’ conceptual understanding levels on fluid dynamic using four-tier diagnostic test. A four-tier diagnostic test is a multiple-choice diagnostic test that have four tiers consist of answer tier, confidence ratings for the answer tier, and reason tier. The instrument test utilized to describe students’ conceptual understanding level regarding to the mental models. This research uses a descriptive-quantitative method. The data were analyzed using the four-tier diagnostic test rubrics that were used in related literature to analysis students’ conceptual understanding levels. The subject of this study is 24 students in the eleventh grade (16-17 age in average) at high school in Bandung. The results show that students’ conceptual understanding levels mostly in sound understanding/SU (35,27%), partial understanding/PU (42,91%), alternative understanding/AC (17,82%) and no understanding/NU (4%), Based on the result, four-tier test is able to use for investigating conceptual understanding levels.
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