High school students’ misconception in force and motion through pandemic era

Abstract

For real-life concepts, partial concept mastering usually causes cognitive conflict between the students’ preconceptions and the classroom information. This cognitive conflict commonly causes a misconception, especially as the result of the pandemic era. This research aims to analyze the misconception about force and motion among high school students at a state school in east java and analyze the cause of misconception. The 10th-grade students were chosen to detect the force concept misconception, as known that the force concept curriculum stated in this grade. The students were asked to answer the three-tier diagnostic test after the online learning of force without any conditioning treatments. The diagnostic test consists of eight basic questions. This research employed descriptive quantitative method. The study found that the highest student misconceptions were on force interaction. Meanwhile, the highest percentage of misconception cause due to the students' association thinking.