Analysis of Math Teacher Candidates’ Misconception on the Dynamic Electricity Concept

Abstract

This study was intended to reveal the profile of students' misconception of the concept of dynamic electricity in one private university in Cirebon city. In the study of physics, the misconception will hamper the achievement of physics learning goals. Misconceptions will greatly hinder the process of acceptance and assimilation of knowledge in students, so that they will hinder the success to learn more. It is necessary to conduct research on the analysis of misconception of mathematics teacher candidates on the concept of dynamic electricity. Misconception is defined as a student conception that is incompatible with the simplified conception of physicists. To identify misconceptions experienced by students, multiple choice diagnostic tests equipped with a Certainty Response Index (CRI) can be conducted. The data obtained is then completed with interview data. This research is a descriptive research which is a research to give a description about phenomenon, or facts under study by describing the value of the variable without comparing. The study found that 81% of students' have a misconception in the sub-chapter of electric current, and 50% in the concept of electric potential difference sub-chapter.

Menerokai Faktor Kefahaman Kanak-Kanak Tadika dengan Konsep Elektrik

“…Hal ini terjadi disebabkan terdapat murid yang menyatakan bahawa tajuk ini merupakan antara tajuk yang abstrak untuk dipelajari (Kollöffel & De Jong, 2013) terutama bagi murid sekolah menengah yang mempelajari konsep ini dalam subjek Fizik (Halim et al, 2019). Di samping itu, terdapat juga salah faham atau miskonsepsi yang berlaku dalam kalangan murid dalam mempelajari tentang konsep elektrik (Halim et al, 2019;Kurniawan & Maryanti, 2018;Marhadi et al, 2019;Suma et al, 2019). Miskonsepi adalah perkara yang melibatkan salah faham tentang sesuatu konsep dan kepercayaan yang tidak saintifik dan tanggapan yang tidak difahami (Moddley dan Gaigher, 2017).…”

“…Tambahan itu, faktor luar turut memainkan peranan mempengaruhi miskonsepsi yang berlaku. Faktor luar yang boleh menyebabkan berlakunya miskonsepsi adalah buku teks atau buku rujukan yang ada (Kurniawan & Maryanti, 2018;Sanders & Makotsa, 2016;Yagbasan & Gulcicek, 2003). Penggunaan istilah yang kurang tepat atau tidak sesuai dapat menjejaskan kefahaman murid terhadap sesuatu konsep.…”

“…Kanak-kanak turut merujuk buku dalam mengetahui tentang elektrik. Namun begitu, terdapat kajian yang menyatakan bahawa buku boleh menyumbang kepada miskonsepsi apabila terdapat kesalahan istilah yang digunakan yang boleh menjejaskan kefahaman individu (Kurniawan & Maryanti, 2018;Sanders & Makotsa, 2016). Oleh itu, bimbingan perlu diberikan supaya mengelakkan berlakunya miskonsepsi menerusi buku.…”

Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning

“…One way that can be used to identify students' misconceptions is the CRI (Certainty of Response Index) method (Dede Trie Kurniawan & Maryanti, 2018;Sadh et al, 2017). CRI is the level of confidence or certainty of respondents in answering each question item.…”

The Effect of Diboracy (Digital Book Containing Scientific Literacy) in Reducing Misconceptions on Newton’s Law of Gravity

“…Efforts to reduce misconceptions in the topics of physics have been carried out by many researchers, including by applying various learning models (Kesuma, Diani, Hasanah, and Fujiani, 2020;Rosuli, Koto, and Rohadi, 2019), different approaches in teaching the students (Parwati, Makhrus, and Gunada, 2019) ), as well as approaches to teachers (Ilyas and Saeed, 2018;Kurniawan and Maryanti, 2018). Even the use of technology as an effort to reduce misconceptions in physics material has also been carried out (Hidayatulloh, Wiryokusumo, and Walujo, 2019;Kurniawan, Muliyani, and Nassim, 2019;Ozkan and Selcuk, 2015).…”