A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto, Soeharto; CsapÃ, B.; Sarimanah, Eri; Dewi, Figiati Indra; Sabri, Tahmid

doi:10.15294/jpii.v8i2.18649

Cited by 76 publications

(84 citation statements)

References 108 publications

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“…Based on the research results, it is known that students have the ability to make conclusions correctly, but it is still difficult to explain phenomena based on scientific knowledge and understand statistics such as graphs and simple calculations. Through students' learning experiences about the world of science, students have read theories related to science, but students have their own understanding in understanding so that there are misconceptions and cannot explain concepts correctly (Soeharto, 2019).…”

Section: Resultsmentioning

confidence: 99%

Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects

Saraswati

Indana

Sudibyo

2021

IJORER Int. J. Recent Educ. Res.

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Humans are faced with industrial advances based on science and technology to meet the needs of human life and solve problems from related issues based on scientific literacy skills. This study aims to describe students' scientific literacy skills which include aspects of knowledge, aspects of competence, aspects of cognitive, and aspects of the context of junior high school students aged 15 years. This research is a quantitative descriptive analysis research. The instrument used to determine scientific literacy skills was a scientific literacy test consisting of 20 multiple choice questions. The science literacy test was validated by two expert lecturers at the State University of Surabaya and one science teacher at State Junior High School of 32 Surabaya. The research also aims to describe the correlation of scientific attitudes to scientific literacy skills. The instrument used was a response questionnaire with 20 yes and no questions. The results showed that the value of the knowledge aspect was 60.57%, the competency aspect was 60.60%, the cognitive aspect was 59.9%, and the context aspect was 60.19%. Scientific literacy skills can be improved by refraction,strategies, and appropriate learning methods. Teachers need to provide access to learning resources from various literary sources, including browsing information via the internet. Students need to be trained to be literate, hone critical and creative thinking, be competent in making decisions to solve problems, and communicate systematically.

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Section: Resultsmentioning

confidence: 99%

Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects

Saraswati

Indana

Sudibyo

2021

IJORER Int. J. Recent Educ. Res.

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“…In the beginning, the self-assessment consisted of possibilities of misconception causes such as pre-conception, the lecturer's explanation reason, the reason of the applied books, the students' misunderstandings, assumptions about animals, plants, and surrounding objects that are assumed as if they were humans, having been mistakes mathematically and mistakes in calculation, having been mistakes in the graph and the table, having been mistakes to use a certain formula, unit conversion, symbol, and scientific term, and other reasons that should be written by the students. Some of the factors that cause misconceptions are abstract concepts that are difficult to apply, students' understanding in everyday life, the quality of textbooks, the language used, and the teacher [37]. However, all experts agreed that the selfassessment had been reliable but it was not specific in identifying the students' misconceptions so that the selfassessment had to be made in more detail in order to be able to measure the extent of students' knowledge.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

The Content Validity of Scientific Literacy-Based Diagnostic Assessment

Masfuah¹,

Fakhriyah²,

Wilujeng³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This research aims to describe the content validity of scientific literacy-based diagnostic assessment. This research is a part of a research and development study that consists of a preliminary study, development, and validation stages. In this validation stage, 7 experts validated the developed instruments. The diagnostic assessment consisted of a four-tier diagnostic test and a self-assessment to identify the cause of student misconception. The experts consisted of physics concept experts, biology concept experts, science learning experts, and evaluation experts. The validations showed that the diagnostic test question validity was 94.83 with a very valid category. The self-assessment dealing with student misconception because identification had an average score of 92.41 with a very valid category. Based on the data analysis, it could be concluded that the instrument was valid and could be used to measure the students' misconceptions.

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“…According to the National Research Council (1997) based on the source, misconceptions are divided into several types, namely preconceived notions, nonscientific beliefs, conceptual misunderstanding, vernacular misconceptions, and factual misunderstandings (Patil, Chavan, & Khandagale, 2019;Sarimanah, Dewi, & Sabri, 2019). Based on other literature, misconceptions are divided into factual misconceptions and oncology misconceptions (Verkade et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The first stage contains multiple choices, the second stage contains the belief in the choice of the first answer, the third stage shows the reasons for the answers chosen in the first stage, and the fourth stage shows the confidence in the answers in the third stage. The advantages of the four-tier multiple-choice test are that it can show differences in the concept and understanding of each student, and can distinguish incorrect student answers due to misconceptions or lack of understanding of the material (Caleon & Subramaniam, 2010a;Gurel, Eryılmaz, & Mcdermott, 2015;Milenkovic, Hrin, Segedinac, & Horvat, 2016;Pujyanto et al, 2018;Sarimanah et al, 2019). The drawback of a four-tier multiple-choice test is that it only takes a long time to make test materials (Gurel et al, 2015;Sarimanah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

Andriani

Indrowati

Widoretno

2021

Biosfer

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The purpose of this study was to analyze the feasibility of the items of the four-tier multiple-choice test immune system instrument that had been developed. The development of the instrument using the Treagust (1988) model, namely defining content, collecting student misconceptions information, and developing a diagnostic test. A total of 25 items have been developed. The results of the instrument development were tested on 142 students of grade XI from several high schools in Surakarta who were selected by simple random sampling. The data analysis technique was performed using Rasch analysis in the Winstep application. The results of the construct validity test showed items number 5, 7, and 9 did not fit the validity standards. The reliability test shows that the value of Cronbach Alpha reliability is bad (n = 0.51), the value of the reliability item is special (no = 0.97), the value of person reliability is sufficient (n = 0.68), the value of person separation is weak (n = 1.44), and the item separation value is special (n = 5.38). The person discrimination test showed student 056P31 has the highest ability and student 098P51 has the lowest ability. The item discrimination test shows item number 1 is the best item and the bad item is number 14. The item difficulty analysis showed less proportionality because there were too many items in the easy and difficult categories. An expansion of the sample is needed to see a more comprehensive and diverse range of responses to instruments.

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A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Cited by 76 publications

References 108 publications

Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects

Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects

The Content Validity of Scientific Literacy-Based Diagnostic Assessment

Analysis items of the four-tier immune system multiple choice test instrument using rasch model

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