Identifikasi Miskonsepsi Siswa Pada Materi Gerak Lurus Menggunakan Four Tier Diagnostic Test

Triastutik, Melisa; Budiyono, Agus; Diraya, Inayatun

doi:10.36706/jipf.v8i1.13533

Cited by 10 publications

(7 citation statements)

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“…But the percentage of not understanding the concept has the highest score of 62.754%. The percentage of understanding the concept is 7.927% and the error is 0.344% [14].…”

Section: Resultsmentioning

confidence: 98%

Identification of Student's Misconceptions on Straight Motion Materials Using Four-Tier Diagnostic Test and Certainty of Response Index (Cri)

et al. 2022

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Student’s understanding that is not in accordance with scientific concepts becomes an obstruction in the process of studying and effect on the result of studying itself. Therefore, an effort is needed to fix and find out the students’ misconception. Therefore, this study aims to identify the level of student’s concept understanding and misconceptions on the material of straight motion at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang. This study is the descriptive research by using quantitative approach. The instrument used is the Four-Tier Multiple Choice Test with a Certainty of Response Index (CRI) scale. The study population was all students of class X at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang in the academic year 2021/2022. The simple random sampling technique is used in this study as much as 20% of the total population, so the number of samples in this study was 135 students. The results indicate that the level of student’s concept understanding on the material of straight motion at SMAN 11 Padang, SMAN 13 Padang, and SMAN 16 Padang was in the low category with the level of misconceptions in the medium category. At SMAN 11 Padang the percentage of understanding concepts is 14.1% and misconceptions is 44.9%. At SMAN 13 Padang the percentage of understanding concepts is 13.2% and misconceptions is 47.7%. And at SMAN 16 Padang the percentage of understanding concepts is 12.6% and misconceptions is 55.7%. It can be stated that the level of student’s concept understanding is more dominant in the category of misconceptions in straight motion material.

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“…But the percentage of not understanding the concept has the highest score of 62.754%. The percentage of understanding the concept is 7.927% and the error is 0.344% [14].…”

Section: Resultsmentioning

confidence: 98%

Identification of Student's Misconceptions on Straight Motion Materials Using Four-Tier Diagnostic Test and Certainty of Response Index (Cri)

et al. 2022

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“…However, in previous studies, the analysis of TPACK abilities in teachers was only carried out in general, without being specific to reducing students' misconceptions. This study aims to determine how the teacher's TPACK ability when faced with students' misconceptions in physics learning which is a subject with a high level of misconception (Santoso et al, 2021;Triastutik et al, 2021;Wahyuni et al, 2019) along with the appropriate TPACK components used to reduce misconceptions based on concepts on the threelevel Force Concept Inventory (FCI) test.…”

Section: Introductionmentioning

confidence: 99%

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Halim,

Rizki,

Rahmatan

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Misconception is one of the obstacles in the achievement of physics learning and must be immediately corrected so that there is no retention of misconceptions in subsequent knowledge. One way to prevent and reduce misconceptions that occur is with the teachers skill of Technological Pedagogical and Content Knowledge (TPACK). Teachers who integrate TPACK in learning can prevent misconceptions and find solutions to overcome the misconceptions. This study aims to determine the TPACK skill of teachers in overcoming misconceptions and the appropriate TPACK components to reduce misconceptions based on concepts on the three tier test of FCI (Force Concept Inventory). The research method used is mixed method with concurrent embedded design. The main data in this study is TPACK which is qualitative data and supporting data is students misconception which is quantitative data. The results showed a decrease in misconceptions after being given an understanding of the concept using the teacher's TPACK skill. The components used during the teacher's reduction of misconceptions based on the concepts in the FCI three tier test of FCI are TPACK and PCK components. So it can be concluded that the teacher's TPACK skill can reduce the misconceptions that occur in the three tier test of FCI

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“…The level of understanding of students' concepts can be known through assessments conducted by teachers, but often teachers only use the final assessment using multiple choice questions and essay tests to determine students' understanding of concepts. The use of multiple choice tests is not effective, because it cannot determine the level of understanding of basic concepts in students (Irianti, 2021;Suryani et al, 2016). The use of essay tests is also not effective because in identifying student understanding, it takes a long time, even though there are time constraints in teaching.…”

Section: Introductionmentioning

confidence: 99%

Concept Understanding Level of Junior High School Students on Substance Pressure Material

Kafulillah,

Sartika

2023

JPP

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Low concept understanding on students can cause students to experience difficulties in learning certain materials. To overcome this, it is necessary to identify understanding of the concept in students using the right method. This research aims to analyze the level of students' concept understanding using the five tier test method on substance pressure material. This research uses a quantitative approach with a survey type of research. The subjects in this research were students in 8th and 9th grade totalling 716 students. The sample used was students who had received substance pressure material consisting of 258 students. The instrument used a five tier test. Based on the results of the research, it can be seen that the percentage of understanding of the concept of the students for each indicator and sub concept of substance pressure is 16%, so it can be concluded that the level of understanding of the concept of substance pressure in students using the five-tier test method is included in the low criteria. Future research is expected to develop this research again, so that later it can be used as a reference for teachers in determining the right learning strategy to improve students' understanding of the concept of substance pressure.

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Identifikasi Miskonsepsi Siswa Pada Materi Gerak Lurus Menggunakan Four Tier Diagnostic Test

Cited by 10 publications

References 0 publications

Identification of Student's Misconceptions on Straight Motion Materials Using Four-Tier Diagnostic Test and Certainty of Response Index (Cri)

Identification of Student's Misconceptions on Straight Motion Materials Using Four-Tier Diagnostic Test and Certainty of Response Index (Cri)

Appropriate TPACK Components for Overcoming Misconceptions on Force Concept Inventory Test

Concept Understanding Level of Junior High School Students on Substance Pressure Material

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