Analysis of Students’ Misconceptions Using the Certainty of Response Index (CRI) on the Concept of Work and Energy in SMA Negeri 1 Gorontalo Utara After Online Learning

Abstract

Research has been conducted on students' misconceptions on physics, especially on the concepts of effort and energy in high school. The targets of this study were students of class X Ipa 1 in SMA Negeri 1 Gorontalo UtaraThe sampling technique is to choose a class that is very active in the school where the research is located. There were 26 students involved in this study. There are 4 concept indicators, namely the concept of work, the concept of energy, the concept of work and energy relations and the law of conservation of mechanical energy. This study aims to determine students' misconceptions on work and energy materials in SMA 1 Gorontalo Utara. The identification of students' misconceptions was carried out using the Definty of Response Index (CRI) to easily see the level of misconceptions, questions made in the form of multiple choice tests or objective questions with a total of 20 items. From the results of the analysis that has been done shows that the indicator of the work concept of students experiencing a misconception of 45%, while the concept of energy of students xeperiencing a misconception of 60%, the concept of work relationships and energy of students experiencing a misconception of 30%, and the legal concept conservation of mechanical energy of students experiencing a misconception of 35%.

Misconceptions in the Learning of Natural Sciences: A Systematic Review

“…It is important to note that the causes do not only lie with the students, because teachers also face challenges such as using inadequate teaching aids, textbooks that do not adequately describe knowledge, and diverse teaching approaches. Therefore, it is appropriate to use interactive learning media and methods that are designed on the basis of experiences that start from the students' misconceptions and generate cognitive conflicts, which in turn cause conceptual changes [71]. All of these factors reveal the complexity of the educational environment, and the need to address these issues from a holistic point of view.…”

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

“…A low CRI indicates a lack of confidence in the respondent's concept in answering a question. On the other hand, a high CRI reflects high confidence and certainty in the concept in respondents (Firmasari & Nopriana, 2020;Latif, Mursalin, Buhungo & Odja, 2021). CRI was developed with a six scale (0 -5) in Table 4 the following.…”

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

“…One of the research questions explored in this topic is identifying conceptual knowledge about physics performed by Indonesian students [106,107,[224][225][226][227] or physics teachers [106,[228][229][230]. They investigated conceptual physics understanding on mechanics [107,227,231,232], electricity [224,228,230], magnetism [226], fluid [104,229], work and energy [225,233,234], thermodynamics [106], and modern physics [235]. Within the context of the Indonesian PER literature, we propagate conceptual understanding in another form of multiple representations [225,236,237], including external representation [105], mental model [238], drawing ability on free-body diagram [239,240], and mathematical representation [232].…”

“…Furthermore, diverse difficulties also have been discovered within the literature [227,234]. Various terminologies have emerged from Indonesian PER literatures to define the students' lack of understanding about conceptual physics, namely alternative conception [103,241], misconception [104,231,233,235,236,[242][243][244][245][246][247][248][249][250], and misunderstanding [251]. To address this limitation on students' conceptual understanding, the Indonesian PER scholars have designed and examined vast learning reforms or interventions, i.e., conceptual constructionreconstruction oriented instruction (CCROI) [252], remedial programs [253], authentic learning [254], cognitive conflict instruction (CCI) [243], electronic conceptual development conceptual change text (E-CDCCText) [255], conceptual change-oriented text (CCO-Text) [235,248], and conceptual change laboratory (CC-Lab) [256].…”