Student’s misconception and thinking style on modern physics course

Abstract

This study aims to determine the relationship between misconceptions and thinking styles of students in modern physics course and to determine which type of thinking style is more dominant in relation to misconceptions. This type of research is a survey study with a quantitative approach. The samples in this study were 60 students who have followed the modern physics course. Data collection used a two-tier diagnostic test on modern physics and a thinking style questionnaire. The results of the analysis with the correlation test found that the types of thinking style Concrete Sequential (CS), Sequential (AS), and Random (RA) are negatively correlated with misconceptions or it can be said that there is almost no correlation with misconceptions, namely (-0.024), (-0.113) and (-0.082). Meanwhile, the type of concrete random thinking style (CT) has a positive correlation with misconceptions, but the relationship is weak (0.303). Based on these results, it can be said that the types of thinking styles of students tend to have no correlation with misconceptions. Even though the correlation between the two is low, it is necessary to pay attention to the thinking style of students in conveying concepts in modern physics.