A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

Kartimi, Kartimi; Yunita, Yunita; Fuadi, Fitri Nurzakiah; Addiin, Istiqomah

doi:10.29303/jppipa.v7ispecialissue.1022

Cited by 5 publications

(9 citation statements)

References 20 publications

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“…In fact, the architecture of traditional houses built and lived in by the community is related to science or modern science (Fauzi et al, 2022). In other words, student-centered and contextually based science learning can reduce students' misconceptions about correct concepts according to experts (Sari et al, 2024).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

Hikmawati,

Suastra,

Suma

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to examine the influence of ethnoscience learning on the development of students' cognitive and affective aspects. This quasi-experimental research uses a pre-test post-test non-equivalent control group design. This research was carried out in the odd semester of the 2022/2023 academic year. The population of this study was 320 class VII students at MTsN 1 Mataram, with a sample size of 34 people in the experimental class and 34 people in the control class. Data was obtained from test instruments for the "cognitive" aspect in the form of essays and questionnaire instruments for the "affective" aspect in the form of attitude statements. The statistical test used in this research is one-way MANCOVA with one covariate. The results of the research show that there is a significant difference in the influence of using ethnoscience learning on cognitive and affective learning simultaneously or together after controlling for students' initial abilities. The cognitive and affective scores of students in classes that use ethnoscience learning are higher than those in conventional classes. The conclusion of this research is that ethnoscience learning has a positive effect on the cognitive and affective aspects of junior high school students at MTsN 1 Mataram.

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Section: Resultsmentioning

confidence: 99%

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

Hikmawati,

Suastra,

Suma

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Ibrahim (2019); Puja (2011) found that conceptual errors (misconceptions) and misunderstandings occurred among elementary school teachers. Meanwhile Kartimi et al (2021); Faridah et al (2020); Munawaroh & Falahi (2016) found misconceptions in elementary school students, Ariandini et al (2013) found misconceptions in junior high school students. Wulandari et al (2021); Fauzannur et al (2022) found misconceptions in senior high school students.…”

Section: A Introductionmentioning

confidence: 99%

“…When elementary school teachers experience misconceptions, the impact is that students also experience misconceptions (Farida et al, 2020;Mawaddah et al, 2020;Kartimi et al, 2021). A survey on misconceptions has been launched in 2021 on elementary school teachers spread across 25 provinces, who are currently students in the Teacher Professional Education (PPG) study program at Nahdlatul Ulama University Surabaya (Unusa) totaling 268 people.…”

Section: A Introductionmentioning

confidence: 99%

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Ibrahim¹,

Sunanto

2022

bino

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This study aims to identify the conceptions of elementary school science teachers on 40 science concepts that were found to have misconceptions in the field. Identification of the teacher's conception using the three tiers instrument that had been developed previously, then remediation was carried out using the P2OC2R learning model. Forty science concepts were then tested on eleven teachers. Initially the three tiers instrument was launched to the participants, then the test results were mapped in the form of a conception profile describing the distribution of respondents who understood the concept, did not understand the concept and misconceptions. The next stage, the teachers were carried out learning using P2OC2R learning with the stages of exploring the teacher's initial conception using probing questions, testing the teacher's initial conception through observation of concept examples, negotiating and confirming the conception and reflection for 40 concepts. Furthermore, respondents were tested again using three tiers instruments. The results showed that there had been a change in conception from not understanding the concept and misconceptions to understanding the concept reaching 75.5%. The implication of this research is the action to remediate misconceptions because this research has been able to find the reliability and effectiveness of P2OC2R.Abstrak Penelitian ini bertujuan untuk mengidentifikasi konsepsi guru IPA SD pada 40 konsep IPA yang ditemukan miskonsepsi di lapangan. Identifikasi konsepsi guru menggunakan instrumen three tiers yang telah dikembangkan sebelumnya, kemudian dilakukan remediasi dengan menggunakan model pembelajaran P2OC2R. Empat puluh konsep IPA kemudian diujicobakan pada sebelas guru. Awalnya instrumen three tiers diluncurkan kepada peserta, kemudian hasil tes dipetakan dalam bentuk profil konsepsi yang menggambarkan sebaran responden yang paham konsep, tidak paham konsep dan miskonsepsi. Tahap selanjutnya guru melaksanakan pembelajaran menggunakan pembelajaran P2OC2R dengan tahapan menggali konsepsi awal guru menggunakan pertanyaan probing, menguji konsepsi awal guru melalui observasi contoh konsep, negosiasi dan konfirmasi konsepsi serta refleksi untuk 40 konsep. Selanjutnya responden diuji kembali dengan menggunakan instrumen three tiers. Hasil penelitian menunjukkan bahwa telah terjadi perubahan konsepsi dari tidak memahami konsep dan miskonsepsi menjadi memahami konsep mencapai 75,5%. Implikasi dari hasil penelitian ini adalah adanya kemudahan dalam melakukan remediasi miskonsepsi dengan adanya model remediasi yang disebut Model P2OC2R.

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“…A student who actively constructs knowledge about various phenomena during his life without the participation of a teacher often has a different view from scientists. So, teachers must be able to distinguish the characteristics of students who lack knowledge, misconceptions, or other profiles to overcome problems by designing learning as a solution (Juita et al, 2023;Kartimi et al, 2021;Köse, 2008; IJEE. P-ISSN: 2579-7158 E-ISSN: 2549-6050 Margunayasa et al, 2021;Putri, Widodo, & Rusyati, 2021;Resbiantoro, Setiani, & Dwikoranto, 2022;Soeharto et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Diagnosing Elementary School Students' Representation of Light Concept Through the Five-tier Diagnostic Test

Adi,

Widodo,

Sopandi

et al. 2024

International j.of Elementary Education

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Elementary school students do not yet have a scientific understanding of light. For example, they represent vision as the process of objects being hit by light and the eye being automatically able to see them. Their verbal and visual representations present irrelevance to scientific beliefs. Students need to understand science more comprehensively through multiple-representation learning. The relevant diagnostic tests are needed to find out student multiple-representation profiles. However, diagnostic tests identifying multiple-representation profiles of elementary school students are still rare. This paper aims to communicate the results of development, validity, and reliability, as well as trials of the five-tier diagnostic test (5TDT) in measuring multiple representations of elementary school students about light concepts. The 5TDT is a developed version of the four-tier where there are answer choices and reasons and the level of student confidence in answering both. A package of 15 questions was developed, tested for readability by elementary school teachers and students, and then piloted. Two hundred twenty-seven elementary school students who had studied the concept of light attempted this test. Internal validity was submitted to five experts and showed valid results with several improvement notes. Meanwhile, the results of statistical tests on external validity and reliability show that the five-tier diagnostic test is valid and reliable. The five-tier diagnostic test can measure the diversity of students' representation of their ideas regarding the light concept with more precision. It is shown that they are dominating the Lack of Representation (LOR) level of 39% and Misconception (MIS) level of 31%.

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A Four-tier Diagnostic Instrument: An Analysis of Elementary Student Misconceptions in Science Topic

Cited by 5 publications

References 20 publications

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

Identification and remediation of science misconceptions in elementary school teachers using the P2OC2R model

Diagnosing Elementary School Students' Representation of Light Concept Through the Five-tier Diagnostic Test

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