Analisis Miskonsepsi Materi Mekanika pada Mahasiswa Calon Guru Melalui Force Concept Inventory dan Certainty of Response Index

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis mahasiswa yang mengalami miskonsepsi pada materi mekanika di program studi pendidikan fisika FKIP Unimal. Untuk mencapai tujuan tersebut, penelitian ini menggunakan metode penelitian deskriptif-eksploratif dengan pendekatan kualitatif. Subjek penelitian ini adalah mahasiswa program studi pendidikan fisika FKIP Universitas Malikussaleh yang telah dan sedang mengambil matakuliah mekanika. instrumen yang digunakan dalam penelitian ini adalah tes diagnotis force concept inventory (FCI) berupa soal pilihan ganda yang dikembangkan oleh Herstenes dan disertai dengan certainty of response index (CRI). Hasil penelitian ini menunjukkan bahwa untuk konsep mekanika terjadi tingkat miskonsepsi yang tinggi pada mahasiswa calon guru. Tingkat miskonsepsi tertinggi terjadi pada materi mekanika yaitu tentang kerangka acuan berpusat diri sendiri (97,43%), benda berat jatuh lebih cepat dibandingkan dengan benda yang lebih ringan (89,30%), massa benda dapat menyebabkan benda berhenti bergerak (80,44%), gerakan benda merupakan representasi gaya yang bekerja pada benda (70,45%) dan sumber gaya yang bekerja pada benda hanya berasal dari pukulan (63,34%).

Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System

“…It meant that gained data in form of answer, reason, and confidence choice was described in form of table or chart to clarify study result and students' concept understanding. Misconception analysis was done using CRI analysis to portray respondents' confidence degree toward answer choice truth given toward each test item [10] [25]. Respondents' comprehension level based on CRI analysis was categorized into whole comprehension, half comprehension, misconception, and no comprehension as shown in Table 1…”

“…Besides, Hermita, et al [8] concerned static electric including electrostatic object that could not pull neutral objects, neutral object was an object without electric load, and the size of pull force between two filled objects based on load measure. Toedtanya & Wuttiprom [9] covered energy concept as well as Safriana & Nuraini [10] found misconception on mechanics concept about guideline framework centered on self, heavy object fell faster than light object, object mass could make object stop moving, object movement was force representation on objects and force source on object was a result of hits. Other research were Riggs [11] about black hole, Syuhendri [12] about gravitation, Dessytya, et al [13] for gravitation force concepts, light pace, frequency and amplitude, static electric force, and visible objects [13] and Busyairi & Muhammad [14] who indicated students' misconception on linear, vertical, and parabolic movement concept.…”

Analisis Pemahaman Konsep, Multirepresentasi, dan Kosistensi Jawaban Siswa SMA pada Konsep Hukum III Newton

“…(2018) Menemukan bahwa siswa mengalami miskonsepsi, menurut siswa, benda dengan massa besar memiliki gaya lebih besar daripada benda dengan massa kecil. Safriana & Fatmi (2018) menemukan 63,34% miskonsepsi pada konsep Hukum III Newton.…”

Four-Tier Heat and Temperature Diagnostic Test (4T-HTDT) to Identify Student Misconceptions

“…Misconceptions also occur at every level of education. For example Elementary School (Anjarsari, 2018;Ramadianti et al, 2019), Junior High School (Ramadianti et al, 2019), Senior High School (Fenditasari et al, 2020Lusiana et al, 2016;Wijaya et al, 2016), Undergraduate (Safriana & Fatmi, 2018;Sholikah et al, 2020) and Postgraduate level (Eryilmaz, 2010;Sukarelawan et al, 2019). Students' misconceptions will impact understanding more complex advanced concepts so that the handling of students who experience misconceptions is essential.…”

“…In the field of physics, misconceptions almost occur on various topics (e.g. Angraini & Prahmana, 2019;Annisa, Astuti, & Mindyarto, 2019;Kaniawati et al, 2019;Nisa et al, 2019;Safriana & Fatmi, 2018;Slater, Morris, & https://doi.org/10.30599/jipfri.v5i1.856 McKinnon, 2018;Wulandari, 2019). One of the most exciting topics to research is heat and temperature.…”