Analysis of Understanding Science Concepts for Prospective Elementary School Teacher Candidates

Science concepts comprehension is a foundation that allows students to create thinking constructions to another related concept or more complex concepts, facts, laws, principles, and theories in science. Understanding the concept of science is one of the important things required by early childhood education pre-service teachers as professional and competent educators in their fields. This research is an ex-post-facto research, with the aim of analyzing science concepts comprehension based on science process skills of the early childhood education pre-service teachers, especially on the subjects of the diversity of living things and environmental pollution. The subjects in this study were early childhood education students in semester VI of the 2021/2022 academic year. Analysis of science concept comprehension was carried out using the Certainty of Response Index (CRI) method. The results showed: 1) The Comprehension of Science concepts of early childhood education pre-service teachers with the criteria of understanding the concept (PK) is at 81.75%, not understanding the concept (TPK) at 4,90%, and misconceptions (M) at 13.34%; 2) The comprehension of science concept of early childhood education pre-service teachers based on high category science process skills are better than the science concept comprehension of early childhood education pre-service teachers with low category science process skills. The data obtained confirm that the comprehension of science concepts in early childhood education pre-service teachers is high. The comprehension of science concepts that owned by early childhood education pre-service teachers is directly proportional to their science process skills, the higher the science process skills of early childhood education pre-service teachers, the higher their science concepts comprehension.

Section: Methodsmentioning

confidence: 99%

Analysis of Early Childhood Pre-Service Teacher's Science Concepts Comprehension Based On Their Science Process Skill

Sriwarthini

Astini²,

Gunawan³

2023

“…According to Devy et al (2022) who stated that the level of understanding of the science concept of the research sample was still relatively low, which was marked by repetition of complete answers, irrelevant and unclear answers. The results of subsequent studies showed that the level of understanding of science concepts by elementary school teachers was still below 50%, especially in the material of the sun, temperature and heat, electricity, magnetic fields, and the solar system (Hasnawati et al, 2022). Other studies have found that the level of students' conceptual understanding of lithospheric material is low, with an average of still below 50% of the 6 questions given (Laelandi et al, 2022).…”

Section: Introductionmentioning

confidence: 96%

Does Educational Background Affect Understanding of Science Concepts? Case Study of Prospective Elementary School Teachers

Umardianti,

Supartinah,

Kurniawati

2023

This research is a quantitative study to determine the effect of educational background on the understanding of the science concept of UPY PGSD students. This research is based on the low understanding of the science concept as evidenced by the percentage of science learning test results, namely 67.6% of the total number of semester 2 PGSD UPY students scored below 80. The method used in this research is ex post facto quantitative which is used to determine the cause of the low understanding of students' science concepts in terms of their educational background. The data collection used an educational background questionnaire and a science concept understanding test that had been tested for validity and reliability. The research shows the results of the t-test namely tcount<ttable (0.095 < 0.931), then Ho is accepted and Ha is rejected, which means that there is no significant influence between students' educational background on the understanding of science concepts. However, there is a unidirectional relationship between the two with the result of a positive correlation test (r) of 0.055 and contributing an influence of 0.3% from the educational background on understanding the science concept of PGSD UPY students.

“…Based on the previous research above, it means that during the learning process, students are not always optimal in absorbing information, especially in science subjects which contain many scientific concepts (Adiansyah Syahrul et al, 2015) and contains abstract concepts (Hasnawati et al, 2022). One of the reasons students are not optimal in absorbing information in learning is because of misconceptions (Hunaidah et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Dry Lab Based Augmented Reality to Overcome the Misconceptions of Students on Solar System and Eclipse Learning Topics

Akhsan,

Yusup,

Ariska

et al. 2023

In science learning there are many important concepts that must be understood. The solar system is a complex and abstract material because it cannot be seen directly by human senses resulting in students experiencing misconceptions. Interactive learning media is needed to help students understand concepts. One of the learning media that can be applied is augmented reality based on dry lab simulation. This study aims to determine the effectiveness of using Dry Lab simulation to overcome misconceptions of earth and solar system material in junior high school. This research uses experimental research methods with Pre-experimental research models. The overall research results, the average effectiveness was 45.16%, which showed less effective results. Partially for the two sub-concepts of planets and solar and lunar eclipses, the average effectiveness is 65.5%, which shows that the dry lab simulation is effective in changing students' misconceptions