Misconception Analysis of Prospective Physics Teachers on Friction Force Materials with Three-Tier Test and Clinical Interviews

Abstract

A good and correct understanding of concepts is a fundamental thing that prospective physics teacher students must have before they graduate from college. Therefore, it is necessary to identify conceptions to ensure that no student experiences misconceptions. This study aims to identify misconceptions shared by prospective physics teachers at the final level, especially in friction force material. This type of research is descriptive research. A three-level multiple-choice 30-question instrument with open reasoning for the study. Data collection techniques using tests and interviews. The collected data is then analyzed using descriptive statistics. Based on the results of data analysis, it was found that 46.29% of students experienced misconceptions with details; As many as 50.00% of students experienced misunderstandings in determining the type of friction force, 43.75% experienced delusions in deciding the direction of friction force, and 47.22% experienced misconceptions in assessing the magnitude of friction force.

Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test

“…The misconceptions that occur show how the PBSTs really believe the responses given to the questions on the STD test, both true and false. Misconceptions are shown through the belief of the respondents in the answers given even though they are wrong and do not show scientific principles [1], [21], [28]. The confidence level conditions of PBSTs are shown in Table 7.…”

“…The existence of misconceptions is still a problem that is often found in the field of science education. The term misconception leads to differences in thinking between the concepts that learners have and the concepts established by experts [1]. Constructivists agree that knowledge cannot simply be transferred from educators to learners.…”

“…This type of test not only asks for the conception but also the reasons for the answer so that educators and researchers can find out the level of confidence of the learners [26]. Several research studies have done a combination of a multiple-choice test and multi-tier test with two, three, four, and five levels to get the best test to find out students' misconceptions [1], [23], [24], [27], [28].…”