Causes Of Misconceptions Research Articles

Design and validation of six-tier astronomy diagnostic test instruments with Rasch Model analysis

Misconceptions occur because students answer problems with explanations that are not in accordance with scientific concepts and are confident in their choice of answers. Identification of misconceptions is an important first step to uncover understanding of learning. The six-tier test was developed from a four-tier test by adding two questionnaire sources of choice of answers to see how the causes of misconception. This study aims to design and validate misconception diagnostic test instruments on Astronomy material. The research method uses mixed methods with the instruments used namely the six tier Astronomy diagnostic test sheet for aspects of reveal, answer, synchronize, relationship, clear, EYD and corresponding. Appraisers numbered four experts to assess the construct and contents of the test instruments. The validation test uses multi-rater test analysis on MINIFAC and MINISTEP software to be analyzed with Rasch. The results obtained from the six-tier Astronomy diagnostic test validation analysis are the suitability of the items fulfilling the appropriate category. Item validity assessment items obtained that the questions can be accepted in all aspects. The conclusion is that the six tier Astronomy diagnostic test instrument is appropriate for identify misconceptions on Astronomy.

Profile of Misconception on Genetic Substance Topic on Student Grade XII with Four-Tier Diagnostic Test

One of the obstacles that occur in the learning process is a misconception, inappropriate understanding of concepts. The misconceptions experienced by each student in one class can be different from one another and are caused by various causes. This study aims to describe the profile of misconceptions experienced by students and the causes of misconceptions in students. This research is descriptive quantitative. The research stage began with the making of a diagnostic test instrument (Four-Tier diagnostic test) which was then validated by a material and education expert. Then, the instrument was tested on grade XII student to collect the data. The data were analyzed descriptively. The target of this research was students of MAN 2 Gresik with a total of 60 students. The results showed the profile of students' misconceptions on Genetic Substance material consisting of the concepts of RNA, DNA, chromosomes, DNA & chromosome gene relationships, protein synthesis, and DNA replication with the category of understanding the concept amounted to 6.1%, 39.9% understand some concepts, 41.8% students experience misconceptions, and 12.2% do not understand concepts. The factors that cause misconceptions consist of students, textbooks, learning media, and teaching methods. Further studies of the development and implementation of digital-based learning media on genetic substance material, should be done near the future to reduce student misconceptions.
 Keywords: genetic substance, misconceptions, four-tier diagnostic test

High School Students Conception Profile on The Cell Material in Tuban Regency using Three-Tier Test Method

Conception is a person's understanding of something being observed. Cell material is prone to misconceptions owing to the fact that the material is unable to be sensed, moreover there are many sub-concepts that need to be fully apprehended. This research aims to describe the high school students conception profile on the cell material in Tuban Regency using the Three-Tier Test method, to describe the differences in the conception of high school students on cell material in Tuban Regency, and to describe the differences in the conception profile of students by school area. This is a descriptive-quantitative research using Three-Tier Test instrument. Data collection was carried out online via google form and interviews via google meet. 60 high school students of class XI in Tuban Regency were involved as the target of the research. The results showed that the conception profile of high school students on cell material in Tuban Regency mastered the concept of 53.21%, did not master the concept of 14.01% and misconceptions 32.78%. The highest of school that did not mastering concept was High School 1 Bancar at 31.30% and the highest misconception was High School 3 Tuban at 36.48%. Students experienced the highest misconception on the endocytosis concept, which was 63.33%. The cause of misconceptions is from student itself, worksheet book, and the teacher’s explanation.
 Keywords: Conception Profile, Cell, Three-Tier Test.

IDENTIFIKASI MISKONSEPSI MAHASISWA PENDIDIKAN BIOLOGI PADA MATERI GENETIKA MENGGUNAKAN CERTAINTY OF RESPONSE INDEKS (CRI)

This study is a qualitative descriptive study that aims to identify the student misconceptions on genetic material. The research was conducted at Sembilanbelas November University Kolaka. The research subjects were 23 students of the biology education study program who programmed the genetics course. Research data were collected using the Certainty of Response Index(CRI) diagnostic test technique to determine the location of misconception and interviews to determine the causes of misconception. The results showed the percentage of students understanding the genetic material of those who did not know the concept, knew the concept and experienced misconception was 17%, 39%, and 44%, respectively. There were misconceptions on five genetic submissions where the highest occurred in the sub material structure of gene organization with a percentage of 54%. The causes of students experiencing misconceptions are a passive attitude to seek information (43,5%), abstract genetic material (26,1%), learning methods that prioritize memorization techniques (17,4%), the use of high school books as the main reading reference (8,7%), and inability to translate the contents of reading material appropriately (4,3%). The conclusion is students experience misconceptions in all genetic sub materials tested with the highest percentage occurring in the sub-material of the gene organization structure. The most cause of the misconception is the passive attitude of students. There might be a need for the students to be more actively involved in building understanding, including independence in searching for information.

IDENTIFIKASI MISKONSEPSI DAN PENYEBABNYA PADA MATERI GELOMBANG STASIONER KELAS XI MENGGUNAKAN FIVE-TIER DIAGNOSTIC TEST

The purpose of this study is to identify misconceptions and their causes in mechanical waves material using five-tier diagnostic test. The method used in this research is quantitative - descriptive exploratory research. The study was performed in four high schools (SMA) in the city of Bandung with a total of 155 students. The instrument used in this study is five-tier diagnostic test that has 11 items. In determining the misconception, category of students is used acquired from the students answers at the first level up to the fourth level. While the fifth level is used to determine the source of the causes that cause students to experience misconceptions. The results of the research that has been done from 11 items, found 5 misconceptions that meet the criteria including M-6.1, M-7.1, M-8.2, M-8.3, and M-9.2. The cause of misconceptions more caused by self thoughts for every misconceptions findings, because students and average confidence level of the source causes percentage for self thoughts having bigger values than the other source cause. The misconception profiles is 30.97% or 48 students for M-6.1, 12.90% or 20 students for M-7.1, 11.61% or 18 students for M-8.2 , 12.26% or 18 students for M-8.2, and 15.48% or 24 students for M-9.2.

Analyzing K-11 Students' Boiling Conceptions with BFT-Test using Rasch Model: A Case Study in the COVID-19 Pandemic

During the COVID-19 pandemic, students tend to have limitations that can cause them to experience misconceptions of teachers' concepts in an online setting. This becomes an insufficient basis for students to construct knowledge. Students can properly use one concept in a particular context and experience misconceptions on the same concept but in different contexts. This study aims to determine students' misconceptions about the concept of boiling, the percentage of misconceptions on each indicator of the boiling concept, and the causes of misconceptions in eleventh-grade (K-11) natural science students in one of the state high schools in Bandung Barat Regency. This study involved 92 students as samples in the study. The instrument used to analyze the concept of boiling misconceptions is the instrument was named BFT-Test (Boiling concept Four-tier). The misconceptions analysis of buffer solutions using the BFT-Test instrument showed that misconceptions occurred by 60 %, scientific conceptions by 13 %, and lack of knowledge by 27 %. Most misconceptions occur in analyzing the effects of pressure at the boiling point, which is 65 %. Based on this research results, the teachers are expected in the online learning process during the COVID-19 pandemic to link the material taught with concepts that exist in students' daily lives so that students easily capture the material and students remember the concepts in each given material.

Developing Cognitive Schemas of Senior Secondary School Students on Neural Conduction Through Annotated Drawings and Graphical Representations Using Computer Coded Animation as a Tool

Biology is a unique science which requires observation, creativity and detailed description. In this study we have explored the children’s ideas about neural conduction through their annotated drawings and graphical representations at senior secondary school level. The purpose of the study was to show how annotation in drawing and graphing is a very effective way in terms of revealing the misconceptions of students in learning the basic concepts of Biology. Two sample schools, one multipurpose model and other residential were selected for the study. Students of Class XI having age group 16-18 years (N = 80) participated in this study. A two-stage experiment in form of drawing sessions: before and after formal technical teaching was conducted to explore student basic understanding about neural conduction. An open ended interview was also conducted to diagnose the cause of misconceptions possessed by the students. During each drawing sessions the children draw the diagrams on the basis of their own observation and understanding. The drawings and graphs were analyzed and categorized based on five levels of drawing criteria given by Kose. The connections they draw and explanations they give to their drawings depict that they have several misconceptions regarding the concepts of neural control and coordination.

MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL HIMPUNAN BERDASARKAN TAHAPAN MASON

There are facts obtained through interviews and observations of students' answers that the VII grade students of SMP LKIA Pontianak are suspected of having misconceptions. Based on theses facts, the purpose of this research is to reveal the form of misconception based on Mason stages and the causes of the misconception. The subjects involved in this research were fifteen students. This research is a case study research with a descriptive method. Data collection tools used modified CRI diagnostic tests and interviews. Based on data analysis, the misconceptions experienced by students in completing set operations consisted of notation misconceptions, generalization and specialization. Researchers found out of the three forms of misconception, the most common is notation misconception. In the problem solving stage according to Mason consists of three stages, namely entry, attack, and review, students who experience misconceptions in two stages, namely at the entry stage, students experience notation misconceptions and at the review stage, students experience misconceptions of notation, generalization, and specialization. Researchers found the causes of misconceptions consisted of three factors, namely students' associative thinking, incomplete / wrong reasoning, and wrong intuition. Researchers found out of the three forms of misconception, the most common is wrong intuition. Keyword: Causes of Misconceptions, Mason Stages, Misconceptions

ANALISIS MISKONSEPSI SISWA PADA MATERI KONSEP REDOKS MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI) DI SMA NEGERI 9 KOTA BENGKULU

This research aimed to describe the student misconceptions and find out the cause of misconceptions on Redox Reaction lesson at the tenth grade of Senior High School 9 Bengkulu in 2018/2019 Academic Year. Research conduct on April 15th until May 24th, 2019. The design of this research is descriptive method. The samples were taken through simple random sampling technique are 67 students of tenth grade MIPA SMA N 9 Kota Bengkulu so that 30 students were sampled. Essay test by Certainty of Response Index (CRI) and interview were used as the instruments of this research. Based on the analysis of research data shows there are misconceptions students. The analysis results show that misconceptions occurred at all sub concept on redox concept so the percentage of misconceptions that occur amounted to 35,7% in the overall student. The results showed the highest percentage of misconceptions in the amount of 46% at sub concept to determine reduction oxidation based on oxidation number on molecules and ion. The lowest percentage of misconceptions in the amount of 23% at indicator to in the sub concept of understanding oxidation and reduction in a redox reaction in terms of changes in oxidation number. Based on the results of interviews, causes of student misconception are derived from internal and external factors. Internal factors are derived from students such as students' associative thinking, student apperception and wrong intuition, students' abilities are lacking, low of students' motivation and learning interests during the learning process, students' learning methods, and students' selfconfidence in CRI values and external factors such as methods learning and limited learning resources.

Classificational and Theoretical Execution Misconceptions: Classification of Misconceptions Based on Students Concepts in Plane Geometry

Misconception is a mismatch of students’ conceptions with concepts agreed upon by experts. Misconception is a problem that often occurs in the world of education, especially in mathematics in the matter of plane geometry. This type of research is a descriptive qualitative research that aims to describe the types of misconceptions and causes of misconceptions experienced by students on the subject of plane geometry. The results showed that there were two types of misconceptions experienced by students, namely classificational execution misconceptions, and theoretical execution misconceptions. Misconception of classificational execution is the mismatch of students' conceptions when classifying a plane geometry with a concept agreed upon by experts; and the theoretical execution misconception is a mismatch between students' conceptions of definition, properties and elements of planes geometry. The causes of misconception are students 'preconceptions, students' abilities, textbooks, and teacher teaching methods.

Jordanian Pre-Service Physics Teacher s Misconceptions about Force and Motion

The objective of this study was to investigate the physics student-teachers misconceptions in force and motion concepts in Jordanian universities by using the Force Concept Inventory (FCI) test and to identify the cause of misconceptions related to these concepts. Also, the FCI has been used to detect whether misconceptions vary according to gender, the geographical place of the university in Jordan, and students’ attitudes towards physics as a major. The study was conducted on (97) student-teachers attending to the different universities in Jordan. Data were analyzed by using t-test and ANOVA test. The results of the study indicated that physics student-teachers grasp high misconceptions about the impetus and active force. 20% of the students correctly answered the questions related to Newton’s third law. In addition, the differences among the studied universities were not statistically significant in the FCI test (F = 1.311 and p = 0.247). Based on the Pearson Correlation Coefficient (PCC), there was no correlation between the GPA of the students at high school and their performance in the FCI test, whereas a significant correlation was found between the GPA of the students at university and their performance on the test. The results also demonstrated that the performance of the students on the test did not reflect significant differences in their major attitude as well as their gender at any University in Jordan. Thus, this study could be initiated with the aim of probing the Jordanian Universities attitudes towards learning Physics and their conceptual understanding of the Newtonian force concept in Physics.

Identification of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method

This study aimed to identify students’ misconceptions and causes of students’ misconceptions on genetics concepts with Certainty Response Index (CRI). This research was conducted at Sains Tahfizh Islamic Center Senior High School in Siak with a sample is students’ of grade XII science program. Students’ misconceptions were identified by using 20 items multiple choices accompanied by CRI sheets with four scales of beliefs, which are very sure, sure, not sure, and very unsure. The causes of students’ misconception were identified using a students’ response questionnaire with three indicators of misconceptions causes, namely context, students’, and teachers. The data of students’ questionnaire were analyzed using a Likert-4 scale. The result showed 42.1% of students’ experienced misconceptions, 37.8% of students’ know the concepts, and 22.4% of students’ did not know the concepts. The cause of misconceptions in this research is in term of the genetic concept itself. This is evidenced by the result of students’ responses questionnaire analysis which showed an average of 79.6% students’ agreed that the scope of the context of genetics concepts is very broad and has difficult terms, so that it triggers students misconceptions.

Identifying the Misconception of Sound Concepts among Grade V Students at SDN 192 Pekanbaru

The present study was carried out to identify the misconception of sound properties among elementary school students. Conducted through descriptive quantitative, there were 69 students of fifth grade of Public Elementary School 192 Pekanbaru as the chosen sample. The instrument used was a Four Tier Test diagnostic test and interviews related to misconceptions. Based on the results obtained in this line of study, it was figured out that the level of students’ understanding on the sound characteristics was 56.16%. The results of this study indicated that the causes of misconceptions in students come from the students’ understanding, low student retention, wrong intusions, teacher learning methods, and reference books.

ANALISIS MISKONSEPSI PESERTA DIDIK KELAS XII MENGGUNAKAN TES DIAGNOSTIK THREE-TIER MULTIPLE CHOICE PADA MATERI HIDROKARBON

This study aims to identify misconceptions experienced by students in class XII in MAN A and SMAN B in Cirebon City on hydrocarbon material. The research method used is quantitative descriptive method. The sampling technique or subjects used cluster random sampling technique, where the subjects in this study were students of Class XII MIPA 2 in MAN A of the Cirebon City and XII Science 1 in SMAN B of the Cirebon City with the number of students from two schools as many as 45 people. The instrument used is the Three-Tier Multiple Choice Diagnostic Test by categorizing the understanding of concepts possessed by students. The category is divided into three, namely, understanding the concept, not understanding the concept and misconception. The results showed that students in MAN A of the Cirebon City and SMAN B of Cirebon City experienced the highest misconception in the sub-material types of carbon atoms and hydroxide compounds. While the lowest misconception is in the sub-material grouping of hydrocarbon compounds in both schools. The causes of misconceptions of students due to associative thinking, humanistic thinking, incomplete reasoning, students' interest and motivation to learn, abstract chemical concepts, teachers do not optimize learning strategies. Keywords: Misconceptions, Three-Tier Diagnostic Tests, Hydrocarbons

The Analysis of Students' Misconceptions in Shape Material at SMP Negeri 8 Jember

The study aims to determine the type of misconception and the cause of misconception to occur in shape material at SMPN 8 Jember. The research subject amounted to 20 grade 9 students. Data collection techniques using description questions are disseminated online. Data analysis techniques use the grouping criteria of understanding concepts from Renner and Brumby. Based on research that has been conducted through analysis of the results of student answers and interviews conducted online. Then the results obtained show that students of SMPN 8 Jember experience misconceptions in shape material of Error in determining the square including rhombus, error in specifying square including rectangular, error in determining rectangular including the, and error in determining rhombus including kite. Keywords: miskonsepsi, shape

Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science

A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.

How interpersonal and generic science skills influence students’ alternative conceptions in learning physics?

The study reports on the cause of misconceptions in physics have not been done in a major area. The source of misconceptions are students, teachers and learning resources. Thus misconceptions are often caused by preconception, reasoning, intuition and associative thinking. This study aimed to find other factors affecting misconceptions that lead to students’ alternative conceptions in learning physics, especially in kinetic theory of gases. The identification of factors affecting that influence students’ misconception was conducted by using a set of responses in the questionnaires and administrated to 16 teachers and 66 students from six senior high schools in Surakarta. Interview to six teachers and twelve students as representatives was also held to support the data from questionnaire result. Misconceptions score were collected from the kinetic theory of gases test to explore students’ alternative conceptions in learning physics. Two genuine factors affecting the cause of misconceptions were identified namely interpersonal skills and generic science skills.

Analysis Students’ Conception Using Four-Tier Diagnostic Test for Dynamic Fluid Concepts

Based on the interview carried out by the authors to the students in Senior High School 1 Sidoarjo, East Java on Physics subject, it was obtained the fact that the Physics lesson was considered as a difficult subject. The most reason was that Physics contained many formulas and concepts which were not clearly taught by the teacher. Such situation has potentially caused misconceptions to the students. This paper reports the work to identify the conceptions of 11th grade Science class students of Senior High School 1 Sidoarjo, East Java on Dynamic Fluid concepts using a four-tier format of misconception diagnostic test. The causes of misconceptions were analyzed based on the internal aspects of students, namely preconception, associative thinking, humanistic thinking, incomplete or wrong reasoning and wrong intuition. The instrument consists of 15 numbers of multiple choice questions. The results showed that most students have scientific conception while the rest experienced misconception. The most misconception occured on the Bernoulli’s Law and its applications due to incomplete reason.

Misconceptions identification on biodiversity and protist using multiple choice open reason (mcor)

This research aims to identify misconceptions of Biodiversity and Protist material. This type of research is a quantitative descriptive study. The sampling technique is purposive sampling with the provisions that misconceptions have not been identified, and students have received Biodiversity and protists. The object of the research is the students of class XI SMA Islam Malang, SMAN 1 Trenggalek, MAN 2 Lamongan, and SMAN 1 Pare, each in one class with a total of 127 students. Retrieval of data using a diagnostic instrument in the form of multiple-choice open reason (MCOR) with a total of 15 questions about Biodiversity and 15 questions about Protist. The results showed the average of misconceptions of 22,08% experienced by students on Biodiversity and the mean of misconceptions of 13,25% experienced by students on Protist. The highest misconception occurred in the threat indicator of biodiversity damage that is equal to 35,91%. Whereas for Protist, the highest misconception occurred in the sub-indicator identification of the general characteristics of Protist like an animal that is 26,28%. The conclusion is the misconception on the material of Biodiversity and Protist, including misconception type 2 or Mi-2, that is, students answer incorrectly to the core questions and are accompanied by the right reasons. A suggestion from the research that has been done is that it is necessary to develop a level three diagnostic instrument used by experts to find out students' misconceptions so that the results are more detailed. Besides, it is necessary to identify the causes of misconceptions and identify misconceptions in student handbooks on Biodiversity and Protist.

Identification of the causes of misconception on the concept of dynamic electricity

This study aims to find out the causes of misconceptions on the high school students in the subject matter of dynamic circuit through mixed method. The population of this study is all students of class XII SMAN 2 Banda Aceh. The sample was chosen by random sampling, so that there were 21 students for the control class and 21 students for the experimental class. Data collection was done by questionnaire technique in the form of questionnaire about the cause of misconceptions which is called the Instrument for Identifying the Causes of Misconceptions (IICM) consisted of 35 items was developed by researchers with validity and reliability indices respectively 0.75 and 0.85. The results of data analysis show that the largest percentage of causes of misconception is by students and by context. Thus it can be concluded that the cause of misconception among high school students for dynamic electrical circuitry is caused by the student’s self as well as the context. The causes of misconceptions in students are more at the stage of cognitive development of students and in most contexts caused by feelings of pleasure/displeasure or free/depressed.