Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi

Maison, Maison; Lestari, Neneng; Widaningtyas, Anjas

doi:10.29303/jppipa.v6i1.314

Cited by 37 publications

(41 citation statements)

References 18 publications

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“…After scoring at the first level, the second and third levels, and also at all levels, the percentage of correct answers obtained by students on the material temperature and heat. The scoring method is the same as that of Kaltakci-Gurel et al (2017) and Maison et al (2020). The results of the percentage of students' answers are displayed in the form of diagrams, such as Figure 1.…”

Section: Percentage Of Correct Answersmentioning

confidence: 99%

Identification of Misconception of High School Students on Temperature and Calor Topic Using Four-Tier Diagnostic Instrument

2020

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AbstrakMiskonsepsi merupakan suatu konsepsi seseorang yang tidak sesuai dengan konsepsi ilmiah yang dimiliki oleh para ahli. Miskonsepsi harus dihindari dan kalau sudah terjadi perlu diremediasi karena dapat menjadi faktor penghambat dalam proses belajar siswa. Namun, miskonsepsi tidak mudah diidentifikasi, diperlukan instrumen khusus dan langkah-langkah tertentu untuk mengungkapkannya. Tujuan penelitian ini adalah untuk menggali, mengungkap, serta mendeskripsikan miskonsepsi siswa pada materi suhu dan kalor. Responden penelitian berjumlah 127 orang yang merupakan siswa dari SMA favorit di Jambi. Instrumen yang digunakan untuk pengumpulan data adalah Four-Tier Diagnostic Instrument pada materi suhu dan kalor. Analisis data dilakukan dengan cara mencari persentase jawaban benar pada setiap tingkat (tier) untuk setiap item dan persentase jawaban miskonsepsi untuk setiap kategori. Hasil penelitian menunjukkan bahwa 10 jenis miskonsepsi pada materi suhu dan kalor pada siswa telah dapat diidentifikasi dengan menggunakan sembilan buah item instrumen. Rata-rata miskonsepsi adalah sebesar 24.25%, False Positif sebesar 9,01%, False Negatif sebesar 4,72%, dan Lack of Knowledge sebesar 10,32% pada materi suhu dan kalor. persentase miskonsepsi tertinggi terletak pada miskonsepsi keenam (M6) sebesar 58,27%, yaitu "Ketika berada pada ruang yang sama suhu besi lebih rendah daripada suhu benda di sekitarnya". Kata Kunci: Miskonsepsi; suhu dan kalor; four-tier diagnostik instrument; AbstractThe misconception is a conception of someone who is not in accordance with the scientific conception possessed by experts. Misconceptions must be avoided, and if they occur, they need to be remediated because they can be a limiting factor in student learning. However, misconceptions are not easily identified; special instruments and specific steps are needed to express them. The purpose of this study is to explore, uncover, and describe students' misconceptions in temperature and heat material. The research respondents were 127 students from a favorite high school in Jambi. The instrument used for data collection was the Four-Tier Diagnostic Instrument on temperature and heat material. Data analysis was done by finding the percentage of correct answers at each level (tier) for each item and the percentage of answers to misconceptions for each category. The results showed that ten types of misconceptions in the temperature and heat material in students had been identified using nine instrument items. The average misconception is 24.25%, False Positive is 9.01%, False Negative is 4.72%, and Lack of Knowledge is 10.32% in temperature and heat material. The highest percentage of misconception lies in the sixth misconception (M6) of 58.27%, namely "When in the same room the temperature of the iron is lower than the temperature of the objects around it".

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Section: Percentage Of Correct Answersmentioning

confidence: 99%

Identification of Misconception of High School Students on Temperature and Calor Topic Using Four-Tier Diagnostic Instrument

2020

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“…Hal ini disebabkan karena setiap mahasiswa memiliki cara yang berbeda dalam membangun abstraksi konsep fisika (Didik & Aulia, 2019). Apabila konsep yang dibangun oleh mahasiswa tersebut berbeda dengan konsep para ahli, maka mahasiswa tersebut dapat dikatakan mengalami miskonsepsi (Maison et al, 2020;Nurfiyani et al, 2020). Miskonsepsi merupakan pola berpikir yang konsisten pada suatu situasi atau masalah yang berbeda-beda namun pola berpikir tersebut salah.…”

Section: Pendahuluanunclassified

“…Berdasarkan tujuan penelitian, jenis penelitian yang digunakan adalah metode deskriptif kuantitatif. Desain yang digunakan adalah sequential explanatory (Maison et al, 2020). Responden penelitian merupakan mahasiswa Program Studi Tadris Fisika Universitas Islam Negeri Mataram yang mengikuti matakuliah Fisika Dasar 2 Semester Genap tahun Akademik 2019/2020 yang berjumlah 33 orang.…”

Section: Metodologiunclassified

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Identifikasi Miskonsepsi dan Tingkat Pemahaman Mahasiswa Tadris Fisika pada Materi Listrik Dinamis Menggunakan 3-Tier Diagnostic Test

Didik¹,

Wahyudi²,

Kafrawi³

2020

JNSI

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This study aims to determine the misconceptions and level of understanding of physics education students on dynamic electricity. The method used is descriptive quantitative research methods. The research sample was 33 students of the tadris physics study program who are currently taking basic physics courses 2 even semester 2019/2020. Data collection used a 3-tier diagnostic test. In the concept of current and electric voltage, students who are included in the full understanding category are 26% and 29% understand partially with the low category and the level of misconception reaches 45%. In the concept of ohm law and electrical resistance, it was found that students with a full understanding level of 23% and partially understanding 14% were in the low category and the level of student misconception showed the largest percentage, namely 63% with the high category. In the concept of electrical circuits, students with a full understanding level of 29% and partially understanding 50% and included in the medium category with student misconceptions showed the smallest percentage was 21% with the low category. As a whole, it shows that the average level of students' understanding and misconceptions on dynamic electricity material is still low with a percentage of 26% and partial understanding is moderate with a percentage of 31% and a misconception of 43% with a moderate category. Keywords: Misconception, level of undertanding, 3-tier diagnostic, electricicity.ABSTRAK.Penelitian ini bertujuan untuk mengetahui miskonsepsi dan tingkat pemahaman mahasiswa tadris fisika pada materi listrik dinamis. Metode yang digunakan adalah metode penelitian deskriptif kuantitatif. Sampel penelitian adalah 33 orang mahasiswa program studi tadris fisika yang sedang menempuh mata kuliah fisika dasar 2 semester genap 2019/2020. Pengumpulan data menggunakan 3-tier diagnostic test. Pada konsep arus dan tegangan listrik, mahasiswa yang termasuk dalam kategori pemahaman penuh sebesar 26% dan paham sebagian sebesar 29% dengan kategori rendah dan tingkat miskonsepsi mencapai 45%. Pada konsep hukum ohm dan hambatan listrik didapatkan bahwa mahasiswa dengan tingkat pemahaman penuh sebesar 23% dan paham sebagian 14% dengan kategori rendah dan tingkat miskonsepsi mahasiswa menunjukkan persentase paling besar yaitu sebesar 63% dengan kategori tinggi. Pada konsep rangkaian listrik, mahasiswa dengan tingkat pemahaman penuh 29%, paham sebagian 50% dengan kategori sedang serta miskonsepsi mahasiswa menunjukkan persentase paling kecil yaitu 21% dengan kategori rendah. Secara kesuluruhan rata-rata tingkat pemahaman dan miskonsepsi mahasiswa pada materi listrik dinamis masih tergolong rendah dengan persentase sebesar 26% dan paham sebagian tergolong sedang dengan persentase 31% dan miskonsepsi sebesar 43% dengan kategori sedang.Kata kunci: miskonsepsi, tingkat pemahaman, 3-tier diagnostic, listrik dinamis

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“…Therefore, physics learning must be designed in such a way that it can contribute to building student competencies in all three dimensions. Achievement of competencies through the teaching and learning process in the classroom often faces obstacles caused by many factors, for example, the learning environment , not yet the maximum implementation of practicum and the use of student worksheets and the misconceptions experienced by students (Maison, et al, 2020). Building better student understanding can be done with various efforts, such as using multi representations in the learning process (Doyan, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive Electronic Student Worksheets on Electromagnetic Induction Based on Scientific Approaches

Asma

Asrial

Maison

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to develop an interactive electronic student worksheet (eWS) on electromagnetic induction material with a scientific approach using 3D PageFlip, Camtasia Studio 8, and Adobe Flash Professional CS6. The research design used is a research & development design with instructional design procedures that refer to the ADDIE stage as a fundamental process in developing learning resources. The revision process is carried out through formative revisions based on data obtained from an individual, small group, and field trials. The results of the validator assessment of the validity of electronic student worksheet products were analyzed with the Cohen's Kappa formula and obtained k = 1.00 (valid) for the material and k = 0.89 (valid) for the media. The implementation of eWS to 177 students and Level 1 evaluations showed that students had a good perception of the content and the media of eWS. They also perceive that they are involved or participate in learning using eWS. An independent-sample t-test was conducted in Level 2 evaluation to compare student learning outcomes. There are significant difference in score for students using eWS (M = 73.87, SD = 22.56) and without eWS (M = 27.73, SD = 15.51); t (54) = 10.51, p = 0.00 (two-tailed). The difference in the mean value of 46 (95% confidence level) is large (eta squared = 0.58).

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Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi

Cited by 37 publications

References 18 publications

Identification of Misconception of High School Students on Temperature and Calor Topic Using Four-Tier Diagnostic Instrument

Identification of Misconception of High School Students on Temperature and Calor Topic Using Four-Tier Diagnostic Instrument

Identifikasi Miskonsepsi dan Tingkat Pemahaman Mahasiswa Tadris Fisika pada Materi Listrik Dinamis Menggunakan 3-Tier Diagnostic Test

Development of Interactive Electronic Student Worksheets on Electromagnetic Induction Based on Scientific Approaches

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