The identification of preservice biology teacher’s misconceptions on the concept of mangrove ecology using the certainty of response index (CRI)

Abstract

The integration of mangrove ecological concepts and contexts in biology learning is expected to support maritime-based education. The concept of mangrove ecology is important to understand by preservice biology teachers, especially in coastal areas. The real knowledge and experience of preservice biology teachers in coastal areas related to mangroves is predicted to be different from the concept of mangrove ecology that has been studied by experts. This causes misconceptions that can affect the integration of the concept of mangroves ecology in biology learning. To analyzed the misconceptions of preservice biology teachers, the Certainty of Response Index (CRI) method was used. The instrument used was a multiple choice test equipped with a confidence level in answering it. Identification of misconceptions using CRI was carried out to determine the level of understanding and misconceptions of preservice biology teachers, then also to identify what sub-concepts these misconceptions occurred. The research was conducted on 12 preservice biology teacher who took mangrove ecology courses in the 2018/2019 school year. The results of the average distribution preservice biology teacher’ understanding levels are 45% understanding of the concept, 7% guessing, 8% not understanding the concept, and 40% misconception. The sub-concept with the most misconceptions was the mangrove research method as much as 47.92%, while the least occurred in the sub-concept of mangrove resilience 33.33%. Given the high level of misconceptions, it is necessary to increase the understanding of the concept of preservice biology teacher related to the concept of mangrove ecology. The use of the CRI method can be used to distinguish groups between students who experience misconceptions and students who lack of knowledge but are unable to explain the reasoning process and the specific causes of misconceptions that occur in students. In order for misconceptions to be identified more specifically and accurately, a combination of other techniques is needed in addition to the use of tests to carry out further misconception analysis.