Abstract
In Physics learning, misconception is often experienced by students, including on Dynamic Fluid materials namely Continuity Platform. This study aims to identify misconceptions that occur in the subject matter of the Continuity Platform and identify the concept's weakness as the cause of the misconception. The study was conducted on 37 students in one high school in Bandung with one shoot research method. The diagnosis of student misconceptions is done using a four-tier diagnostic test instrument which is the development of a three-tier test instrument by adding a confidence level to the third tier. The results of the diagnosis showed that students who experienced misconceptions of 28%, students who understand some 35%, students who understand the concept only 6%, students who do not understand the concept of 30% and students who cannot be coded 0%. Based on the results of the observation on the learning process and the analysis on the third and fourth tier answers, misconception that occurs is generally due to the student's inappropriate logic that students assume that the fluid has a large speed has a large fluid pressure, and fluid has a small speed has a small fluid pressure.
Highlights
In Physics learning, the misconception is often experienced by students, including on Dynamic Fluid materials namely Continuity
This study aims to identify misconceptions that occur in the subject matter of the Continuity and identify the concept's weakness as the cause of the misconception
B 2014, ‘Penerapan Model Pembelajaran Inkuiri (Inquiry Learning) Menggunakan Phet Simulation Untuk Menurunkan Miskonsepsi Peserta Didik Kelas XI Pada Materi Fluida Statis di SMAN Kesamben Jombang’, Jurnal Inovasi Pendidikan Fisika (JIPF), pp. 103-104
Summary
Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi pada materi Fluida Dinamis, khususnya sub-materi Azas Kontinuitas dan penyebabnya dengan menggunakan four-tier diagnostic test. Four-tier diagnostic test (tes diagnostik empat tingkat) merupakan pengembangan dari tes diagnostik pilihan ganda tiga tingkat. Pengembangan tersebut terdapat pada ditambahkannya tingkat keyakinan siswa dalam memilih jawaban maupun alasan. Tingkat pertama merupakan soal pilihan ganda dengan empat pengecoh dan satu kunci jawaban yang harus dipilih siswa. Merupakan tingkat keyakinan siswa dalam memilih jawaban. Tingkat ke tiga merupakan alasan siswa menjawab pertanyaan, berupa empat pilihan alasan yang telah disediakan dan satu alasan terbuka. Tingkat ke empat merupakan tingkat keyakinan siswa dalam memilih alasan (Amin, et all 2016). Beberapa kombinasi jawaban four-tier diagnostic test diuraikan pada TABEL 1. Kategori konsepsi siswa berdasarkan jawaban pada four-tier diagnostic test
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