Identification Of Misconceptions Research Articles

Misconception Profile of 11Th Grade High School Students on Membrane Transport Using Three Tier Diagnostic Tests

The learning method in Indonesia employed distance learning during the Covid-19 pandemic with the purpose that the Ministry of Education and Culture released a decree number 719/P/2020 on Diagnostic Assessment, of which one was meant to identify misconceptions with the intent that teachers must carry out. Identification of misconceptions needs to be done because it can interfere with the formation of concepts in the next material because there are several concepts that are correlated with other concepts. Cognitive assessment is one tool to recognize students that have misconceptions. The objective of this descriptive evaluative research is to assess the profile of students’ misconceptions and the factors that have contributed to misconceptions faced by students in membrane transport sub materials using the Three Tier Diagnostic Test, and justification of some concepts at the highest misconceptions. The research phase consisted of validation of the test instrument, testing the student using the test instrument, analyzing the outcomes of the sample using a table for grouping students’ conceptions and parameters for deciding the level of misconceptions, and drawing the conclusions. The target of this research is 40 students of State High School 1 Babat in 11th grade that was XI Science 1 and XI Science 2 classes. The findings revealed that the misconception profile of students who understand the concept, do not understand the concept, and have encountered misconceptions were 9.625%; 31.250%; and 59.125% respectively. Students who experienced misconceptions were divided into three criteria for the level of misconception, a namely high misconception by 45.00%, a moderate misconception by 37.50%, and low misconception by 17.50%. Factors that affect the misconceptions faced by students were teacher, teaching method, learning media, students’ textbooks, and including students themselves. This research implies that students experience more misconceptions than understand the concepts.
 Keywords: Membrane Transport, Misconception Profile, Three Tier Diagnostic Test

The identification of preservice biology teacher’s misconceptions on the concept of mangrove ecology using the certainty of response index (CRI)

The integration of mangrove ecological concepts and contexts in biology learning is expected to support maritime-based education. The concept of mangrove ecology is important to understand by preservice biology teachers, especially in coastal areas. The real knowledge and experience of preservice biology teachers in coastal areas related to mangroves is predicted to be different from the concept of mangrove ecology that has been studied by experts. This causes misconceptions that can affect the integration of the concept of mangroves ecology in biology learning. To analyzed the misconceptions of preservice biology teachers, the Certainty of Response Index (CRI) method was used. The instrument used was a multiple choice test equipped with a confidence level in answering it. Identification of misconceptions using CRI was carried out to determine the level of understanding and misconceptions of preservice biology teachers, then also to identify what sub-concepts these misconceptions occurred. The research was conducted on 12 preservice biology teacher who took mangrove ecology courses in the 2018/2019 school year. The results of the average distribution preservice biology teacher’ understanding levels are 45% understanding of the concept, 7% guessing, 8% not understanding the concept, and 40% misconception. The sub-concept with the most misconceptions was the mangrove research method as much as 47.92%, while the least occurred in the sub-concept of mangrove resilience 33.33%. Given the high level of misconceptions, it is necessary to increase the understanding of the concept of preservice biology teacher related to the concept of mangrove ecology. The use of the CRI method can be used to distinguish groups between students who experience misconceptions and students who lack of knowledge but are unable to explain the reasoning process and the specific causes of misconceptions that occur in students. In order for misconceptions to be identified more specifically and accurately, a combination of other techniques is needed in addition to the use of tests to carry out further misconception analysis.

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.

Development of a multitier open-ended work and energy instrument (MOWEI) using Rasch analysis to identify students' misconceptions

This research aims to the development of a Multitier Open-ended Work and Energy Instrument (MOWEI) using Rasch analysis and identifies students' misconceptions. This research method uses the 4D model (Defining, Designing, Developing, and Disseminating). The research participants involved were 30 Javanese students from XI class (12 male students called “Mas” and 18 female students called “Mba”), the average age was 16 years old. The development of a close-ended four-tier instrument is based on the students' answers to MOWEI. The analysis results obtained that MOWEI is a valid and reliable instrument to identify misconceptions. The results of the identification of misconceptions in participants found that the highest misconceptions occurred at number 10 that was 73% and the lowest misconceptions of 10% occurred at numbers 4 and 11.
 
 Keywords: Multitier Open-ended Work and Energy Instrument (MOWEI), Rasch analysis, Javanese students' misconceptions

Genetic Material Upgrading: Misconception Identification Study in High School Biology Teachers

<p><em>This study aims to identify and map patterns of genetic misconceptions in high school biology teachers. This research was conducted in several stages, including the development of diagnostic test instrument with Certainty of Response Index (CRI). The instrument used in measuring misconceptions in this study is a three-tier test diagnostic instrument. There are 20 questions covering Basic Competencies 3.3, 3.5, 3.6, 3.7, and 3.8. The cognitive level of the questions covers C2 to C5 in Bloom Taxonomy. The validator's assessment shows that the instrument is suitable for data collection. The results of data collection indicate that the topics identified as having misconceptions among high school teachers are quite high (above 50%), among others: (1) The relationship between DNA, genes, and chromosomes; (2) Chromosome structure of eukaryotic cells; (3) The process of protein synthesis (transcription, translation, and genetic code); (4) Mendel Law 1; (5) Mendel Law 2; (6) Crossing-Over, Sex-Linkage, and Non-Disjunction; and (7) Causes of Mutations. Apart from misconception data, this study also reveals the experiences of teachers in conducting Biology teaching and learning activities, especially related to Genetics in high school.</em></p>

Identifikasi Miskonsepsi Mahasiswa Pada Pembelajaran Daring Matematika Kimia Melalui Tes Diagnostik Three Tier Multiple Choice

The aim of this study is to determine the misconceptions of Chemistry Mathematics course participants during online learning in Chemistry Education Study Program, University of Bengkulu in the 2020/2021 academic year. This research starts with an online learning process for 4 meeting using Zoom meeting application and Google Classroom using synchronous and asynchronous methods. The method used to detect misconceptions is to provide a Three tier multiple choice diagnostic test consisting of multiple choice question, clear reasons in the form of an essay, and the level of confidence in answering and giving reasons. The tool used in this research is attest tool in the form of a diagnostic test and non-test tool in the form of an interview. Data collection techniques were conducted through test sheets in the form of a Google Forms application and short interviews about diagnostic tests in the form of videos. Data analysis was conducted on response options, reasons, and confidence in responding. The results showed that online learning had an impact on the misconceptions about Chemistry Mathematics course participants with a range of 0-50% where the highest misconception identification results were found in the application of inverse trigonometric functions by 50%,while 0% misconceptions were obtained in the basic concepts of algebraic functions and conversion of rational equations into a partial fractions.

The Effect of Learning Activities Based on 5E Learning Model on 4thGrade Science Teaching

This study aims to investigate the effects of the 5E learning model on students’ academic achievement, basic process skills, attitude towards science, and the overcoming of misconceptions. The study was carried out by means of semi-experimental research design. The participants consisted of 41 fourth grade students. They were randomly selected and assigned to the control and the experimental groups. The activities in the force and motion and the properties of matter topics in the fourth grade science curriculum were designed based on the 5E learning model. The implementation lasted six weeks and three hours per week. In order to collect data, four different questionnaires were used: academic achievement test, basic process skills questionnaire, attitude towards science questionnaire, and misconception identification test. The data were collected at the beginning and the end of the implementation from both groups. The results revealed that after the implementation, the experimental group had higher scores comparing with the control group in terms of academic achievement, attitude towards science, and misconceptions. However, these differences were not statistically significant. In terms of basic process skills, the experimental group had significantly higher score than the control group. Therefore, it is concluded that the 5E learning model has a positive effect on students’ academic achievement, basic process skills, attitude towards science, and misconceptions. The implications for future research and practice and the limitations of the study are discussed.

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.

Critical Analysis of Non-Thermal Plasma-Driven Modulation of Immune Cells from Clinical Perspective.

The emerged field of non-thermal plasma (NTP) shows great potential in the alteration of cell redox status, which can be utilized as a promising therapeutic implication. In recent years, the NTP field considerably progresses in the modulation of immune cell function leading to promising in vivo results. In fact, understanding the underlying cellular mechanisms triggered by NTP remains incomplete. In order to boost the field closer to real-life clinical applications, there is a need for a critical overview of the current state-of-the-art. In this review, we conduct a critical analysis of the NTP-triggered modulation of immune cells. Importantly, we analyze pitfalls in the field and identify persisting challenges. We show that the identification of misconceptions opens a door to the development of a research strategy to overcome these limitations. Finally, we propose the idea that solving problems highlighted in this review will accelerate the clinical translation of NTP-based treatments.

Identifying Physics Teachers Candidate Misconception on Electricity, Magnetism, and Solar System

Misconception is a concept contradicts with scientific definitions or definitions approved by experts of particular field. Learners’ misconception cannot be eliminated but minimized so they do not grasp incorrect concept which can be identified through diagnostic tests. A research had been conducted to identify physics student teacher misconception. The research was undertaken using qualitative method with survey design. The population covered whole physics major students with 30 students of 6<sup>th</sup> semester as samples. Data collection was done by giving three tier multiple choice model of diagnostic test developed by Ambarwati on electricity, magnetism, and solar system materials. Data source of this study was primary data source since data was taken directly from research subjects. Data was analyzed using descriptive qualitative data analysis technique. The result showed that 18% students experienced misconception, 40% partially understood, 12% fully understood, and 30% did not understand concept. 20% misconception identification of electricity comprised static electric, determining physical quantity on circuit, defining electrical energy and power in daily life; 18 % magnetism material on how to make magnet or determining poles that affected electromagnetic induction; and 17% solar system material about characteristics of astronomical objects and emerging phenomena due to climate changing on earth surface. the identifications result implied a demand of developing and applying innovative, creative, and appealing learning in remediating and fixing misconception.

Identification of misconceptions in geography using the three-tier diagnostic test

Misconceptions can occur in all subjects, including in geography. Three-tier diagnostic test is an instrument that cannot only be used to determine the level of understanding of concepts, but also can identify misconceptions in geography on earth dynamics subject matter by using three-tier diagnostic test. The study uses a quantitative approach, with data analysis technique, with data analysis technique use descriptive statistic. The study was conducted in Madrasah Aliyah Negeri Model (Islamic Senior High School) Banda Aceh with the subject of study were 70 students of Social Sciences Class. Data collection is done through three-tier diagnostic test that has been tested for validity and reliability. The results showed that 30.5% of students did not understand the concept, 26.5% of students have misconception, and 5% of students give wrong answer. Based on study finding, it is suggested to the teacher to be able to prepare well the learning particularly on earth dynamics subject matter, such as by implementing learning methods that are suitable with characteristics of learning subject and by using learning media so that students’ understanding of concepts increases.

Secondary School Students’ Cognitive Structure and Misconception in Respiration Topic

Purpose of the study: This study aims to explore the cognitive structures and identify the misconceptions experienced by secondary school students in the respiration topic.
 Methodology: This study is a qualitative study. The instruments used for data collection were the Word Association Test (WAT) and the Questionnaire of Writing Sentence (QWS). The data obtained were in word form. The breakpoint technique was used to analyze the data for WAT while the data for QWS were analyzed by category. Purposive sampling was applied in this study. A total of 23 forms four students comprising 12 boys and 11 girls participated in this study.
 Main Findings: The result showed that the students’ cognitive structures in the respiration topic were incomplete. The students were unable to form a comprehensive relationship for the given keywords, and there were also weak or incorrect associations. The misconceptions that had been identified are largely related to the keywords about cell respiration, anaerobic respiration, and breathing mechanism.
 Applications of this study: This study provides insights into the students’ cognitive structures and misconceptions about respiration. Thus, it will be useful for teachers in planning their teaching strategies so that they can improve the students’ cognitive structures as well as avoid misconceptions.
 Novelty: Most of the previous studies only focused on the identification of misconceptions without further investigation into the students’ cognitive structures, especially on the respiration topic. Thus, this study investigates the cognitive structures and misconceptions specifically among secondary school students who have learned respiration in biology.

Identification of Misconceptions about Corona Outbreak Using Trigrams and Weighted TF-IDF Model

Misconceptions of a particular issue like health, diseases, politics, government policies, epidemics and pandemics have been a social issue for a number of years, particularly after the advent of social media, and often spread faster than true truth The engagement with social media like Twitter being one of the most prominent news outlets continuing is a major source of information today, particularly the information distributed around the network In this paper, the efficacy of Misconception Detection System was tested on Corona Pandemic Dataset extracted from Twitter posts A Trigram and a weighted TF-IDF Model followed by a supervised classifier were used for categorizing the dataset into two classes: one with misconceptions about COVID-19 virus and the other comprising correct and authenticated information Trigrams were more reliable as the functional words related to coronavirus appeared more frequently in the corpus created The proposed system using a combination of trigrams and weighted TF-IDF gave relevant and a normalized score leading to an efficient creation of vector space model and this has yielded good performance results when compared with traditional approaches using Bag of Words and Count Vectorizer technique where the vector space model was created only through word count © 2020, Institute of Advanced Scientific Research, Inc All rights reserved

The certainty of Response Index (CRI) and scale of honesty to identify student misconceptions

Research related to the identification of misconceptions has been carried out by some researchers, notably using the CRI scale (Certainty of Response Index). But there were no results that underline misconceptions by using a scale of honesty. This study aimed to identify misconceptions on relations and functions at Basic Math Capita Selecta subject using CRI and Honesty Scale. The study used survey methods, the instrument used was a questionnaire scale CRI, honesty scale questionnaire and interview guidelines. The results showed that: 51,32% student understand the concept; 12,63% high guess element of the correct answer; 16,32% are misconceptions; and 19,47% did not know the concept. Based on the results of the honesty scale which was strengthened by interviews, it is shown that students were wrong in understanding the concept of the relation of functions for a one-to-one correspondence between two sets, and wrong in determining the function of the graph. With the results of this identification, enables teachers to provide reinforcement for students who were still weak at a concept to provide a review of the material.

Students’ understanding of non-inertial frames of reference

The concepts of the Coriolis and the centrifugal force are essential in various scientific fields and they are standard components of introductory physics lectures. In this paper we explore how students understand and apply concepts of rotating frames of reference in the context of an exemplary lecture demonstration experiment. We found in a $Predict-Observe-Explain$-setting, that after predicting the outcome prior to the demonstration, only one out of five physics students correctly reported the observation of the trajectory of a sphere rolling over a rotating disc. Despite this low score, a detailed analysis of distractors revealed significant conceptual learning during the observation of the experiment. In this context, we identified three main misconceptions and learning difficulties. First, the centrifugal force is only required to describe the trajectory if the object is coupled to the rotating system. Second, inertial forces cause a reaction of an object on which they act. And third, students systematically mix-up the trajectories in the stationary and the rotating frame of reference. Furthermore, we captured students' eye movements during the $Predict$ task and found that physics students with low confidence ratings focused longer on relevant task areas than confident students despite having a comparable score. Consequently, this metric is a helpful tool for the identification of misconceptions using eye tracking. Overall, the results help to understand the complexity of concept learning from demonstration experiments and provide important implications for instructional design of introductions to rotating frames of reference.

The development of an instruments diagnostic two-tier multiple choice assisted smartphone on salt hydrolysis

Research has been conducted instruments diagnostic two-tier multiple choice assisted smartphone on salt hydrolysis, or called Smartphone Tes Diagnostik Miskonsepsi Hidrolisis Garam (S-TDM-HG). In this study using descriptive methods that are part of research and development (R & D). The procedure of research is carried out through several stages of work, namely: (1) determination of subject matter; (2) study of core competencies, basic competencies, syllabus and material to determine concept labels, (3) concept map making, (4) identification of student misconceptions based on concept labels made in concept maps, (5) designing questions and answers (6) collection of existing multimedia, (7) making scripts and storyboards, (8) making S-TDM-HG. The development of the items adapted the stages developed by Treagust and McIntire. The concept map developed is used to identify what concepts will be developed in the process of making S-TDM-HG questions. Based on the essay test data given to 34 students in one of the high schools in Sumedang, the initial identification of misconceptions from students was generated to develop the S-TDM-HG problem in the first tier (tier 1) and second tier (tier 2). Based on the 16 response patterns obtained there are six possible answers to misconceptions, one possible answer understands the concept and nine possible answers that do not understand. 22 items developed, 20 questions are said to be valid with a CVI value of 0.9385. Based on 20 valid questions, which meet the content validation criteria as many as 18 items.

Identification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test

This study aims to identify misconception among physics education students in Yogyakarta on heat and temperature topic of physics education. This study uses descriptive study in terms of scanning model. The sample consist of 39 students majoring physics education in Yogyakarta. Data collection uses four tier diagnostic test. This study not only intends to diagnose students’ misconceptions in depth analyis in five categories, but also diagnoses students’ conceptual understanding from each subaspect. The descriptive analysis findings of this study state that the four tier diagnostic test instrument classifies students in five categories as the data analysis outcome about heat and temperature. They are scientific conceptual, lack of knowledge, misconception, false positive and false negative. The conceptual understanding of physics education students in Yogyakarta on heat and temperature topic varies greatly. Based on the results, the percentage of physics education students’ misconceptions in Yogyakarta varies on each subtopic misconception. The biggest misconception occurs in subtopic “thermal equilibrium only occurs if both systems contact directly” reached 61.5%. This shows that the student’s misconception is in high category and need special attention for educators to carry remediation out. Moreover, biggest misconception subtopic is needed more detailed explanations. In addition, this finding is expected to used as one of lecturers’ or teachers’ references to take consideration on the subtopic of heat and temperature which have many potential for misconception. Therefore, the teachers are able to implement the effective teaching strategy to overcome their students’ misconceptions on heat and temperature.

Identification of misconceptions on global warming material: impact and solutions at middle school

This study aims to identify the misconceptions of global warming material: impacts and solutions using the three-tier test diagnostic instrument. The Earth and Space Science material in the global warming chapter of the 2013 curriculum was given to the second semester of class XI so it was very new for high school students. The object of this study was 61 high school students of class XII who were scattered in two schools in Bandung, West Java randomly. The results of the analysis obtained the percentage of students who experienced more misconceptions compared to students who had scientific conception of 40.2%, while students with scientific conception were 36.6%, with the lack of knowledge 16.5% and error 6.7%. The percentage of students who experienced more misconceptions in the submission of solutions to global warming from the submersion of the impact of global warming was 45.74% while the submersion of the impact of global warming was 31.85%. These results indicate that students still experience misconceptions in Earth and Space Science material due to learning methods and the use of teaching aids that are still lacking.

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Every teacher has experiences to identify and find out students who have misconceptions in their classrooms. Misconceptions that occur can differ between male and female students. The purpose of this study was to analyze the effect of gender on misconceptions in the lesson of the material classification and its changes. The survey-aiming method was used in this study. A total of 62 students from one of the state junior high schools in the city of Surakarta consisting of 34 male students and 28 female students were involved as the subjects in this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic instrument that was equipped with the Certainty of Response Index method. The formulation of this study problem was: “How are the differences of misconceptions between male and female students in learning the material classification and its changes?” This study showed that female students tended to have misconceptions on the competency achievement indicator vis-a-vis explaining the understanding of elements, compounds and mixtures, while male students tended to have misconceptions on the competency achievement indicator pertinent to distinguishing elements, compounds, and mixtures. In general, female students had better conceptual knowledge than male students. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for educators to identify and resolve students’ misconceptions

Identification of Misconceptions in Middle School Mathematics Utilizing Certainty of Response Index

Student’s understanding of a material concept differs one to the others. This comprehension will be used to learn the next material. Thus, it is important to know whether or not the student understands a mathematical concept. The aim of the research is to identify students’ misconceptions in mathematics and the possible causes of misconceptions. This qualitative case study approach used a multiple choices test given to 53 middle school mathematics students in grade 9 in Yogyakarta, Indonesia. The identification of students’ misconceptions was based on the Certainty of Response Index (CRI) technique. The result showed that 20.9% of students had misconceptions in working mathematical problems. Meanwhile, the percentage of lucky guess, knowledge of correct concepts and lack of knowledge respectively is 18.8%, 32.7%, and 27.6%. The data indicated that students had misconception in classifying objects based on fulfilling requirements that form concepts, determining the right concepts to solve problems, distinguishing the necessary conditions and/or sufficient conditions for the concept of a circle. The result suggests that in the learning process students should be trained to understand the concept well, not only memorize the material. Furthermore, teachers and students should be given adequate interaction during the learning process.