Identification of Students Misconception in The Topic of Population using Four-Tier Diagnostic Test

Bayu Sandika

doi:10.26740/jipb.v1n1.p19-23

Abstract

This study aims at identifying the students' misconception in the topic of population using four-tier diagnostic test. This research was conducted on the lecture of Basic Ecology toward 30 students of Biology Education, IAIN Jember as the subjects. Data were collected using a four-tier diagnostic test then analyzed using a descriptive method. Findings of the study indicate that students' misconception reached 32.8%. It can be concluded that students' misconception in the topic of the population was moderate.

Highlights

During the learning process, students will find various challenges in understanding concepts
According to the previous views, this study aims at identifying the students’ misconception in the topic of population using four-tier diagnostic test
The first tier is a multiple choice of questions asking the concept of population, the second one is the confidence rating of the answer at the first tier, the third tier is the reason for the answer at the first tier, and the forth tier is the confidence rating for the reason at the third tier.Data of misconceptions were analysed using descriptive method

Summary

Introduction

Students will find various challenges in understanding concepts. Students develop concepts at an early development when they undergo thinking and learning process, it can trigger big problem if the concepts that they comprehend are different from scientific thoughts in which this phenomenon is referred to as misconception. Several factors can affect the learning process, one of them is scientifically inaccurate conceptions on students or mostly known as misconception. Misconception on students compromises the learning activity. Misconceptions are significant and mostly found by students in understanding scientific phenomenon and biology concepts. Biology consists of complex concepts and various terms that can trigger inaccurate conceptions on students. Students can retain misconceptions throughout learning activity unless they are corrected in a timely manner (Halim et al, 2018)

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Results