The Profile of Student Misconceptions on The Human and Plant Transport Systems

Ainiyah, Maf Ulatul; Ibrahim, Muslimin; Hidayat, Muhammad Thamrin

doi:10.1088/1742-6596/947/1/012064

Cited by 8 publications

(8 citation statements)

References 8 publications

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“…Geometrical Optics (Taslidere & Eryilmaz, 2015) Particulate Nature of Matter (Aydeniz et al, 2017) Heat (Irsyad et al, 2018) Kinetic theory of gases (Prastiwi et al, 2018) Newton's Laws of Motion Concept (Sulistri & Lisdawati, 2017) Hydrostatic pressure concept (Wijaya et al, 2016) Astronomy (Korur, 2015) Chemistry Chemical Bonding (Sen & Yilmaz, 2017;Sugiarti, 2015) Carbohydrates (Milenkovic et al, 2016a) Ionic and Covalent Bonds Concepts (Prodjosantoso & Hertina, 2019) Biology Adaptations , habitat, biosphere, ecosystem, food chain and food web, functions of ecosystem, biomass and biodiversity" (Oberoi, 2017) Human Reproduction (Taufiq, et al, 2017) The Human and Plant Transport Systems. (Ainiyah, et al, 2018) In many uses of the three-tier test, researchers developed it by combining various diagnostic methods for misconceptions such as open-ended tests and interviews. The diversity of ways in collecting data related to student misconceptions provides a good foundation in the development of valid and reliable diagnostic assessments.…”

Section: Field Misconception Topics Referencesmentioning

confidence: 99%

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto

CsapÃ

Sarimanah

et al. 2019

JPII

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Section: Field Misconception Topics Referencesmentioning

confidence: 99%

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto

CsapÃ

Sarimanah

et al. 2019

JPII

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“…However, if it is not following the scientific concept (according to the agreement of the experts), then it becomes a misconception. Misconceptions can be interpreted as notions, main ideas, and views of a person's concept that do not follow the correct concept approved by experts [4][5][6]. Misconceptions are widespread among students in various fields.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Kaniawati

Maulidina

Novia

et al. 2021

Int. J. Emerg. Technol. Learn.

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Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

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“…If corrections of the understanding are not given, misconceptions will have a greater impact. It might cause difficulty and even failure in learning (Ainiyah et al, 2018;Suryadi & Kusairi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Identification of Students’ Misconceptions Using Isomorphic Test: The Case of Newton’s Law of Motion

2021

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IDENTIFIKASI MISKONSEPSI SISWA MENGGUNAKAN UJI ISOMORFIK: KASUS HUKUM NEWTON TENTANG GERAKAbstractStudents' misconceptions can lead to learning failure if they are not addressed. In this study, using Google Form, we identify students’ misconceptions using the isomorphic test method on Newton's Law of Motion, especially the principles of dynamics. This study is quantitative research conducted in three junior high schools in South Tangerang. There are 90 participants involved that was selected by purposive sampling method. The research instrument was an isomorphic test in form of multiple choice with nine questions with three indicators namely: analyzing the application of Newton’s I law in daily life; analyzing the correlation between force and mass and the acceleration of a moving object; and analyzing the application of Newton’s III Law in daily life. The results showed that the students were identified as having misconceptions in Newton’s Law concept using isomorphic tests, including misconceptions of inertia and misconceptions of Newton’s Third Law of Motion. One of the misconceptions is that students assume an object will maintain its initial position in motion by applying a new force in the opposite direction. The students' misconceptions found in this study can be used as a reference so that they can be overcome in the learning process.AbstrakMiskonsepsi dapat menyebabkan siswa sulit belajar jika tidak segera diatasi. Dalam penelitian ini, dengan menggunakan Google Form, kami mengidentifikasi miskonsepsi siswa menggunakan instrumen tes isomorfik pada materi Hukum Newton tentang gerak, khususnya pada prinsip-prinsip dinamika. Studi ini merupakan penelitian kuantitatif yang dilaksanakan di tiga SMP di Tangerang Selatan. Terdapat 90 partisipan yang dilibatkan yang dipilih dengan metode purposive sampling. Instrumen penelitian berupa tes isomorfik berupa pilihan ganda dengan sembilan soal dengan tiga indicator yaitu menganalisis penerapan hukum I Newton dalam kehidupan sehari-hari; menganalisis hubungan antara gaya dan massa dengan percepatan suatu benda yang bergerak; dan menganalisis penerapan Hukum 3 Newton dalam kehidupan sehari-hari. Hasil penelitian menunjukkan bahwa siswa teridentifikasi mengalami miskonsepsi pada konsep Hukum Newton. Diantara miskonsepsinya adalah siswa berasumsi bahwa benda akan mempertahankan posisi awalnya dalam gerak dengan memberikan gaya baru dalam arah yang berlawanan. Miskonsepsi siswa yang ditemukan dalam studi ini dapat menjadi referensi sehingga dapat diatasi dalam proses pembelajaran.

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The Profile of Student Misconceptions on The Human and Plant Transport Systems

Cited by 8 publications

References 8 publications

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Identification of Students’ Misconceptions Using Isomorphic Test: The Case of Newton’s Law of Motion

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