Misconception Analysis of Static Electricity Materials in Class Ix Junior High School

Octavia, Selvie; Rahma, Anissa; Destine, K Z

doi:10.24114/iser.v3i2.31239

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…Static electricity is often considered a difficult topic for students to grasp due to its abstract nature and complex concepts (Octavia et al, 2021). Students may have difficulty visualizing and understanding how charges interact and behave in static electricity (Saputro et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of the Wimshurst Machine as a Learning Media on Static Electricity Material for Junior High Schools

Asrowi,

Budi,

Nasbey

2023

Curr. STEAM Educ. Res.

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This research aims to produce a learning media development product in the form of a Wimhurst machine teaching aid that can be used by teachers and students in the physics learning process. This media is expected to improve the knowledge and scientific thinking skills of grade 8 junior high school students in physics lessons on static electricity. This research was conducted in March-June 2014 at the Physics Department Laboratory, FMIPA-UNJ. The research carried out is research and development. This machine (the media) can show electric charge jumps directly from the friction between aluminum foil (sector) and brass as a rake. The results of the Wimhurst machine are learning media in the form of teaching aids that can help teachers in conveying material and can develop science process skills. The results of testing the Wimhurst machine teaching aids can attract students' interest in studying static electricity, so that students can easily understand the concept of static electricity.

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Section: Introductionmentioning

confidence: 99%

Development of the Wimshurst Machine as a Learning Media on Static Electricity Material for Junior High Schools

Asrowi,

Budi,

Nasbey

2023

Curr. STEAM Educ. Res.

View full text Add to dashboard Cite

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“…It can also occur because of the students themselves (Didik, L. A. & Bahtiar, 2020;Octavia et al, 2021;Safriana & Irfan, 2021). It can happen due to the need for students' analytical skills.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

Yolviansyah

Siregar

Maison

2022

TSCJ

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One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high.

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How Critical Thinking Skills Influence Misconception in Electric Field

Maison¹,

Hidayat²,

Kurniawan³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.</p>

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Misconception Analysis of Static Electricity Materials in Class Ix Junior High School

Cited by 3 publications

References 1 publication

Development of the Wimshurst Machine as a Learning Media on Static Electricity Material for Junior High Schools

Development of the Wimshurst Machine as a Learning Media on Static Electricity Material for Junior High Schools

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

How Critical Thinking Skills Influence Misconception in Electric Field

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