The analysis of heat - temperature misconception and integration with Al Quran

Sofianto, Eko Wahyu Nur; Irawati, Ratna Kartika; Akmalia, Hafidha Asni; Apriani, Rilla Rahma

doi:10.1088/1742-6596/1422/1/012022

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…There also 29 students who believe that temperature changes as long as the substance changes form (M-16). This result also found in Sofianto, et al, (2020), where students believe that when there is a change in temperature, there is a change of the form. In fact, when there is a change in temperature, it does not change the form.…”

Section: Questionsupporting

confidence: 63%

“…The variety of student misconceptions that can be extracted from the three-tier test problem can be seen in Table 3. 3, it can be seen that students demonstrated some of the same alternative conceptions about heat and temperature (Alfiani, 2015;Abbas, 2016;Celik, 2016;Fitzalen, et al 2016;Fitriah, 2017;Silung et al, 2017;Sofianto et al, 2020). Students showed most common misconceptions is M-6, where as many as 83 students believe that heat is drawn by cold objects so that heat and cold become neutral.…”

Section: Questionmentioning

confidence: 95%

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Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

Setyaningrum

Sopandi

2021

JPFI

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The aim of this study is to investigate the various categories of students' conceptions about heat and temperature, so that the misconceptions that students may have can be prevented and regenerated as early as possible.The subjects of this study were 203 8th grader students in one of the Junior High Schools in Mempawah District, West Kalimantan. Data was collected using a three-tier test developed by Kusumah (2013), questionnaire and interview.The data were analyzed and categorized based on their configuration of the answer, the reasons and confident rating index. Result showed that there are four main categories of students’ conceptions:understand the concepts;lack of knowledge; misconceptions; and error. In addition, students also still have 18 kinds of misconceptions about the heat and the temperature despite the material was studied in their 7th grade. Therefore the results of this study can be used as a basis for teachers so that learning process does not only focus on delivering material, but also improves students’ conceptions.

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Section: Questionsupporting

confidence: 63%

Section: Questionmentioning

confidence: 95%

Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

Setyaningrum

Sopandi

2021

JPFI

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“…After determining the discipline in which the e-book would be developed in the study, the "heat and temperature" topic, on which students are stated to have misconceptions (Sofianto et al, 2020), was selected. Students have early conception created through interaction with their environments (Latifah et al, 2019).…”

Section: Determining the Topic And Contentmentioning

confidence: 99%

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method

2022

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Teaching materials can increase efficiency in learning environments. One type of materials with proven effectiveness is interactive e-books. Interactive e-books based on certain learning strategies are known to be more effective. This study focuses on analyzing, designing, developing, and evaluating an interactive e-book based on the predict-observe-explain method. The design-based research method is adopted in the study. Firstly, two physics education experts, four instructional technology field experts, and ten physics teachers were consulted about the developed interactive e-book. The pilot study with 20 high school students involved non-participant observations. Two physics education experts and four instructional technology field experts graded the developed e-book based on interactive e-book evaluation criteria. The second phase involved the determination of the platform where the interactive e-book would be developed as well as the software and tools to be used for creating multimedia materials. In the third phase, within the scope of the predict-observe-explain method, the kinds of multimedia materials and activities to be included in the e-book were designed with a physics education expert and an instructional technology expert. The interactive e-book was prepared in accordance with the target audience and subject, and design arrangements were made considering the recommendations given. The study can contribute to designers on key points to consider when creating the content of interactive e-books to be developed based on a learning method and designing and developing materials such as video, audio, and animation to be included in them. Furthermore, it can guide designers through principles and rules to be considered in designing the materials contained in interactive e-books.

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“…One of the easiest ways for the students' misconception analysis is by using the four-tier test. The use of the four-tier test in the students' misconception analysis can know how far the students answer in experiencing the misconception, and the students are only guessing [16]. The misconception analysis with the four-tier test knows the students' weakness in answering the question because the four-tier test guides the students to find the matching answer with the fluid static concept [1,14].…”

Section: Introductionmentioning

confidence: 99%

Pascal or Archimedes: Which Misconception is Higher?

Irawati

Sofianto

Assidiqi

et al. 2022

J. Phys.: Conf. Ser.

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The purpose of this research was to know the higher misconception between Pascal's law and Archimedes' law. The research method was qualitative descriptive. The question analysis is used to know the misconception using the four-tier test. The research subject was senior high school students in South Borneo with the purposive sampling technique. The object of this research was the senior high school students who had received the fluid static material. The result of the research showed that Archimedes' Law Material was the material with higher misconception than Pascal's law. The misconception of Archimedes' law had 51.62%, and Pascal's law at 20.52%. The implication of this research was to determine suitable learning on the Archimedes Law learning.

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The analysis of heat - temperature misconception and integration with Al Quran

Cited by 5 publications

References 4 publications

Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method

Pascal or Archimedes: Which Misconception is Higher?

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