Profil Miskonsepsi Siswa SMA pada Materi Gelombang Mekanik

Abstract

<p><strong>Abstract:</strong> This study aims to analyze the misconceptions of high school students on the material of mechanical waves. This study applies a survey method with the target subject of 17 students of class XI SMA in Malang Regency. The research instrument is in the form of five essay questions related to mechanical waves. Students' responses to the questions were analyzed based on the validated answer points. The results of the study showed that there were still many students who had misconceptions. Furthermore, the results of this study require a follow-up with various efforts in alleviating the misconceptions of physics learning, especially in the matter of wave mechanics.</p><strong>Abstrak:</strong><em> </em>Penelitian bertujuan menganalisis miskonsepsi siswa SMA pada materi gelombang mekanik. Penelitian ini menerapkan metode survei dengan subjek sasaran 17 siswa kelas XI SMA di wilayah Kabupaten Malang. Instrumen penelitian berupa lima buah soal esai yang berkaitan tentang gelombang mekanik. Respon siswa terhadap butir soal dianalisis berdasar poin-poin jawaban yang telah divalidasi. Hasil penelitian yang didapat menunjukkan bahwa masih banyak siswa yang mengalami miskonsepsi. Selanjutnya, hasil dari penelitian ini diperlukan tindak lanjut dengan beragam upaya dalam mengentaskan miskonsepsi pembelajaran fisika khususnya pada materi gelombang mekanik.

Misconceptions in the Learning of Natural Sciences: A Systematic Review

“…Several studies [61][62][63][64][65][66][67][68][69][70] have identified some factors that contribute to the emergence of misconceptions in physics. First, these studies point to students' low comprehension of physical concepts, and their tendency to memorize formulas and concepts without really understanding them [61][62][63][64][65][66][67][68][69][70]. This results in a limited ability to analyze problems, and difficulties when establishing relationships between quantities and formulas.…”

“…The role of textbooks is also a significant factor. The availability of books that present different versions of equations often hinders and slows down the understanding of the fundamentals of physics; teachers should spend more time explaining these variations [63,66].…”

“…Learning experiences based on memorization without comprehension, associative thinking, and incomplete or incorrect reasoning generate learning of physical concepts with shortcomings [61,64,65]. On the other hand, the immature understanding of concepts on the part of students, together with inadequate explanations by teachers and the use of inappropriate learning resources, are other causes that give rise to misconceptions in the learning of physics [63,66].…”

Misconception Diagnostic in Quantum Number Materials and Electron Configuration

“…Sure B. Not sure If the electron spin symbol used is ↑ or ↓, then the most appropriate way of arranging the electrons in the 2p 3…”

“…The main goal of learning science is for students to experience changes in behavior and understand principles, laws, and concepts broadly and deeply [1]; [2]. For this reason, a teacher has a very important influence in creating a conducive, creative and fun learning atmosphere so that students are impressed with the lessons they receive [3]. In addition, a teacher should convey subject matter according to the right concept so that they don't just know, but really understand the material according to the right concept.…”