Misconceptions In Learning Research Articles

Analisis Miskonsepsi Buku Teks Biologi Kurikulum 2013 Kelas X di SMAS Teladan Medan pada Materi Virus dan Monera

Books are a key element in the education system that helps deliver the curriculum and facilitate the learning process of students and teachers. Books provide learning resources that are easily accessible and can be adapted to students' needs. It plays an important role in learning, curriculum, and instruction in developing countries like Indonesia. However, careless selection of books can cause misconceptions in students, which can affect learning outcomes. Therefore, it is important to choose books that suit the curriculum and are able to convey concepts appropriately. Various assessments have been proposed to assess the quality of textbooks, including clarity of concepts, relevance to the curriculum, and ability to increase students' enthusiasm for learning. Misconceptions often arise from textbooks that are incorrect and not in accordance with the established curriculum, so analysis needs to be carried out to update the book. Descriptive research methods were used to analyze misconceptions in the 2013 Curriculum class This research highlights the importance of choosing textbooks that are accurate and in accordance with curriculum standards to prevent student misconceptions in biology learning.

IMPLEMENTATION OF THE ETHNO-STEM APPROACH ( SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ) IN SCIENCE LEARNING TO IMPROVE CRITICAL THINKING SKILLS AND INTEREST OF STUDENTS

Education must be able to arouse students' curiosity , so that they can minimize knowledge misconceptions in science learning. There is a need to adapt appropriate learning models in teaching as part of the teacher's responsiveness in learning in accordance with current developments. The provisions that must be provided by students must be in accordance with the skills required by the education market share. Research objectives This is For enhancement Skills think critical and interested participant educate in science learning with use approach Ethno -STEM. Type of research used in study This that is study field research with approach quantitative . The sampling technique uses technique probability sampling . Deep data collection methods study This includes methods , questionnaires , and observations . Data analysis applied to research This is inferential data analysis . Inferential data analysis using the N-Gain test for measure enhancement Skills think critical participant educate . The research results are in the form of integration principle enthology and STEM concepts with seven characteristics main , among others is involve context wisdom local , learning based problem , involvement participant education , critical thinking , collaboration and teams , use technology , as well emphasis on the scientific process . Implementation approach Ethno -STEM is effective in increase Skills think critical and interested Study participant educate especially in class experiment . Teacher response to approach can classified as response good , the teacher response was 51.6% % which influenced response Good participant educate as much as 58.1%. By overall , approach Ethno -STEM can become method effective learning in learning science subjects ..

Misconceptions of High School Students on Motion and Force Using the Force Concept Inventory (FCI)

This research aims to identify high school students' misconceptions regarding motion and force using the Force Concept Inventory (FCI) instrument. This study used a quantitative method with respondents of 108 students in class XI science. Misconception data was obtained using FCI in the form of multiple-choice questions. There are 30 questions with five options. The results showed that a total of 46 out of 108 students (19.44%) answered 8 to 11 questions correctly, 41 students (37.96%) answered 5 to 7 questions correctly and the other 21 students (42.59%) only answered 2 to 4 questions correctly. The conclusion is students had misconceptions about the concepts of motion and force, especially on topics such as kinematics, Newton's laws, the principle of superposition, and kinds of force. This research implies the importance of understanding students' misconceptions in developing physics curricula and learning strategies in high schools. It is hoped that the research results can provide information to teachers about students' conceptual understanding so that appropriate learning strategies can be developed to correct students' misconceptions in learning.

Systematic Literature Review: Analysis of Misconception Problems and Diagnostic Instruments for Learning Chemistry

This research aims to analyze research trends in Chemical misconceptions in chemistry learning and diagnostic instruments used. The research method used in this research is a systematic literature review (SLR). The database obtained was 16 articles selected from the Scopus and Google Scholar databases with Publish or Perish (PoP). The results of the research found were the majority of students experienced misconceptions in learning chemistry caused by errors in preconceptions and abstract thinking concepts in the material, the method used to analyze the misconceptions found was a two-level, three-level, four-level diagnostic instrument, multiple choice, and semi-open tests and The misconceptions found in chemistry materials are acid-base, reaction rate, chemical equilibrium, chemical bonding, salt hydrolysis, and buffer solution.

Identifikasi dan Remediasi Miskonsepsi dengan Pendekatan Perubahan Konseptual pada Materi Kesetimbangan Kimia

Identifying misconceptions in chemistry learning is important to improve the quality of learning. The use of appropriate learning approaches is needed to correct students' misconceptions. This research aims to identify and remediate students' misconceptions about chemical equilibrium material by using a conceptual change approach. The method used was a quantitative-pre-experimental method with a one-group-pretest-posttest-design. The sampling technique was purposive sampling with number of samples was 63 student of eleventh grade. The instrument used was a four-tier diagnostic test based on CRI. Data was obtained by giving the tests to students twice, before and after the remediation of misconceptions using a conceptual change approach. Based on the results of identifying the initial level of students understanding, it was found that the category of understanding the concept about 41%, misconceptions about 41%, and did not understand the concept about 18%. Misconceptions with high criteria were identified in the equilibrium constant sub-material of about 65%. The remediation of misconceptions was carried out by using a conceptual change approach to chemical equilibrium material. The changes in students' understanding level are based on the average N-gain value, namely students' concept understanding of 0.77 in the high category, misconceptions of -0.79 in the decreasing category and not understanding the concept of -0.72 in the decreasing category. The reduction of high criteria misconceptions in the equilibrium constant sub-material with an N-gain value of -0.78 in the decreasing category. It was concluded that remediation using the conceptual change approach could reduce students' misconceptions.

Development of a HOTS-Leveled Two-Tier Multiple Choice (TTMC) Test to Measure Student Misconceptions in Islamic Studies

This study aims to develop a Two-Tier Multiple Choice (TTMC) HOTS-level test to measure student misconceptions in Islamic learning. The research method used is the 4-D method by Thiagarajan with descriptive data analysis. The results of the misconception test using TTMC showed variations in students' answers between those who understood the concept, had a pure misconception, guessed the misconception, and did not understand the concept. The feasibility of the evaluation tool is met, and the identification of misconceptions is divided into four categories. The percentage of students who understand the concept is 49%, pure misconception is 11%, guesses the misconception is 17%, and does not understand the concept is 23%. This study contributes to measuring students' misconceptions in Islamic learning and can be used to improve teaching effectiveness and students' understanding of concepts

Systematic literature review: Identification of misconceptions in mathematics learning

The Systematic Literature Review (SLR) discussed in this article is related to the identification of misconceptions in learning mathematics. A total of 26 articles used in this review were obtained from the ERIC and ProQuest databases with publication criteria in 2019 – 2023 and have met all predetermined study criteria. Procedures for systematic literature review include search strategy, selection criteria, selection process, data collection, and data analysis. The research results obtained include: 1) 2022 will be the peak of the development of the publication of articles related to mathematical misconceptions in reputable international journals with a total of 8 articles, 2) mathematical misconceptions are most widely researched at the Junior High School (SMP) level with 10 studies, 3) algebraic and number materials are the mathematical concepts that have been studied the most by misconceptions with the number of articles found 7 and 5 articles respectively, 4) the research on students' mathematical misconceptions is mostly carried out, especially in Indonesia and Turkey with the number of articles respectively 7 and 6 articles, 5) the most widely applied research method is the qualitative method with a total of 16 articles, 6) the forms of misconceptions found in this study are inadequate conceptions, over-generalizations, incorrect classification, and errors in definition.

Systematic Literature Review: Multiple-tier Diagnostic Instruments in Measuring Student Chemistry Misconceptions

Misconception is a conception of someone who is not by scientific concepts recognized by experts. One way to identify students' misconceptions is by conducting tests using diagnostic instruments. This study aims to identify misconceptions in chemistry learning as well as the most widely used types of multiple-tier diagnostic instruments. The research method used is a systematic literature review (SLR) by analyzing relevant research results from the Google Scholar and ERIC databases of 47 articles based on their suitability with the research theme within the last seven years (2016-2022). The systematic literature review method reviews articles systematically by following the steps that have been determined. The research findings show that students' misconceptions mostly occur in the buffer solution material with the most widely used diagnostic instrument, namely the three-tier multiple-choice (50%). The dominant cause of students' chemical misconceptions occurs due to students' internal factors in the form of a mismatch between students' preconceptions and the concepts taught by experts and strategies for applying learning models that are often used as a method to reduce students' chemical misconceptions such as the application of the Dual Situated Learning Model (DSLM) as well as implementing the Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) model.

Analyzing Misconceptions of Acid-Base Topic among Chemistry Education Students in Online Learning Settings: A Case Study

This study aims to identify the misconceptions of 11 third semester Chemistry Education students at Cenderawasih University in relation to online learning during the Covid-19 pandemic. Online learning poses various challenges for both students and lecturers, resulting in incomplete explanations and hindering students' understanding of the material, leading to possible misconceptions. A descriptive qualitative method was employed, utilizing diagnostic tests with a Certainty or Response Index (CRI) and interviews. The findings revealed that 41% of the students had a clear understanding of the acid-base concepts, 30% lacked understanding, and 29% had misconceptions. The students' misconceptions related to six subconcepts in acid-base materials, including acid-base theory, acid-base indicators, acid strength (pH), weak acid-base equilibrium constant (Ka/Kb), calculation of solution pH, and the concept of pH in the environment, with a range of misconceptions from 9-45%. This study highlights the need for addressing misconceptions in online learning, specifically in the acid-base topic, to ensure effective understanding and learning outcomes for students.

PROFIL KEMAMPUAN NUMERASI SISWA SEKOLAH DASAR KELAS TINGGI DI MALUMBI KABUPATEN SUMBA TIMUR

This study aims to describe the numeracy ability profile of high school elementary school students in Malumbi, East Sumba Regency. This numeracy ability was carried out at a grade 5 school in the high class area as a reference point used to analyze comparisons before finally moving on to a larger stage of research scope. This type of research is qualitative with the instrument used in data collection is the Numeral Test, namely the test uses EGMA (Early Grade Mathematics Assessment) measurements, interviews and observations. The results of the research on the school's numeracy skills which were collected through the numeration test found that elementary school students were in the low category with an average score of 18.43. This is caused by several factors such as textbooks which so far have only been provided while at school, learning media that are less interesting so learning becomes boring, and students are not used to being given story questions, so that students' numeracy skills in solving number pattern problems, recognizing and comparing numbers and there are still many mistakes in word problems, as well as follow-up on teacher competence in teaching mathematics so that there are no misconceptions in learning.

Effectiveness of Two-tier Multiple Choice Diagnostic Test for Analyzing Students' Misconceptions in High School Physics Learning

Physics is a subject related to the environment so that it requires students to study nature and apply it in life. However, in learning sometimes students have difficulty understanding physics concepts and cause students to experience misconceptions. Therefore, a two-tier multiple choice diagnostic test is needed to analyze students' misconceptions. This study aims to determine the effectiveness of the two-tier multiple choice diagnostic test to analyze students' misconceptions in terms of content validity, practicality, and effectiveness. The research model is instrument development. The research design used is true experiment research with pretest posttest control. The subject of this research is class X MIPA MA Negeri Purworejo. Data collection in this study used validation sheets, observation sheets, student response questionnaires, and two-tier multiple choice diagnostic tests. The results showed that: 1) content validation for the construct and language aspects obtained from 3 validators got an Aiken V index of 1 for all items included in the high validity category, 2) a practical two-tier multiple choice diagnostic test in terms of sheets. observations with reliable categories and good responses and responses from students, 3) student learning outcomes have increased with an N-gain of 0.5 which is included in the medium category and students' misconceptions are found on the subject of momentum, impulse, and collision by 41.20% which is at medium level. Thus the two-tier multiple choice diagnostic test is declared valid, practical, and effective so that it is feasible to analyze students' misconceptions in learning physics.

Analisis Kendala dalam Pemahaman Konsep pada Siswa Tingkat Sekolah Menengah Pertama

This research aims to find out the constraints of understanding students' concepts in IPA learning at the junior high school level. This research is a qualitative descriptive study. The study used a survey method using live interviews to science teacher subjects over the phone. The research was conducted in March 2019. Data analysis is done descriptively with the stages of data collection, data reduction, data presentation and withdrawal of conclusions. The results showed that there were changes in concepts that occurred before and after the study was implemented. Concept changes in students can be easy and difficult due to the student's early knowledge factors, learning motivation and learning materials. Misconceptions in learning can also occur in difficult category materials for students.

Digital Instructional and Pedagogical Gaps in Mathematics Education during COVID-19: APOS Theory Based Laboratory Methodology in Higher Education

The COVID-19 pandemic globally transformed the face to face teaching and learning into digital online teaching and learning. The uptake and integration of digital technology in mathematics education have been gradual for many decades. However, the COVID-19 pandemic has reshaped the digital teaching and learning and made it an imperative and safe remote instruction and pedagogy of the day in mathematics education and education in general. We explored the uptake and use of virtual mathematics laboratory methodology for undergraduate Calculus teaching and learning as a remote instruction and pedagogy gap revealed during the COVID-19 infections prevention and containment period in Zimbabwe. The main objective of the study was to identify digital instructional and pedagogical gaps that existed in addressing students' mathematical misconceptions in Calculus learning in using the APOS theory and a virtual mathematics laboratory. Data was collected from 160 undergraduate students taking Calculus courses via APOS theory mediated digital mathematics laboratory for a semester. Results revealed that the undergraduate students who took the Calculus courses via the digital mathematics laboratory methodology performed better than those who used to take the same courses using didactical approaches. This COVID-19 crisis ushered in digital teaching and learning experiences that clearly spelt out the existence of digital instructional and pedagogical gaps in mathematics education.

An analysis of students’ physics misconceptions in online learning using the four-tier diagnostic test with certainty of response index (CRI)

This study was aimed to determine the level of students’ physics misconceptions in online learning using a four-tier diagnostic test with Certainty of Response Index (CRI). The Certainty of Response Index (CRI) is a method used to measure students’ misconceptions about the material taught by teachers. This research was conducted on 27 students of class X TJTL of SMK BLK Bandar Lampung City. The students worked on a four-tier diagnostic test on fluid material which consisted of 20 items. Based on the results of the research, 11 students knew the concept with an average score of 40.74% in the moderate category, 8 students who did not know the concept with an average score of 29.62% in the low category, and 8 students with misconceptions with an average score of 29.62% in the low category.

Learning From Refutation and Standard Expository Science Texts: The Contribution of Inhibitory Functions in Relation to Text Type

ABSTRACT Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N = 110) read two texts, one about energy and one about the food chain. One of the texts was a standard expository text; the other was a refutation text. We found that, regardless of text type, students’ conceptual knowledge increased between pretest and posttest, a result retained at delayed posttest. Prepotent response inhibition uniquely predicted conceptual learning but only from refutation texts at both posttests after controlling for prior knowledge and reading comprehension skills. Inhibiting proactive interference also contributed to long-term conceptual learning but only in refutation text readers. These findings suggest that specific inhibitory functions play a role in learning from science texts depending on text structure.

Analysis Of Students’ Misconceptions On The Nervous System Materials Using the Four-Tier Diagnostic Test

Background: Biology has some material content that is related to the daily-life of students. Biology should be understood and applied well by students. But many students still have difficulty understanding a concept and even has misconceptions in learning biology. Method: This research is a qualitative research with a descriptive analysis design that aims to analyze students' misconceptions on the material of the nervous system. The population in this study were students of class XI-MIPA SMAN 2 Tasikmalaya and the sample was selected by purposive sampling technique. The instrument used was a four-tier diagnostic test and an interview to analyze students' misconceptions. Results: A study of 35 subjects showed a percentage of students' misconceptions of 8.1% and was categorized as low. The sources of misconceptions consist of teachers, students, books and tutoring. Sources of misconceptions that have the greatest contribution are students with a percentage of 68.6% caused by students' associative thinking, wrong reasoning and low learning interest. Conclusion: Students' misconceptions on the material of the nervous system in class XI-MIPA1 of SMAN 2 Tasikmalaya are classified as low and the biggest source of misconception is the students themselves. Thus, students can avoid misconceptions in learning, students need to communicate their understanding with the teacher, choose credible books, and avoid tutors who have tutors not in accordance with qualifications.

Impact of the EduPlasa interactive media on reducing misconceptions of static fluid in high school students

Many efforts have been made to reduce misconceptions in physics learning, including traditional learning methods (without interactive media) or with modern learning (using interactive media). Most interactive media used are based on calculations or graphics. Usually students experience difficulties when interpreting the data shown in the media. To solve this problem, EduPlasa interactive media is based on images, contexts and final conclusions are displayed by EduPlasa media. The study used a quantitative approach, virtual experimental methods and data collection using the three tier diagnostic tests. The target population of all high school students in the city of Banda Aceh, but with a variety of considerations taken a sample of randomly 28 students of SMA 7 Banda Aceh. Data analysis used descriptive statistics to get a percentage reduction in student misconceptions on the concept of static fluid. The calculation results show that there was a reduction in misconceptions of 60.34% in other words a reduction in the misconception of the static fluid concept was very significant after the EduPlasa interactive media was applied. Inference from research results, teachers are encouraged to use image-based interactive media to reduce misconceptions in students.

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

Using Technology to Support Teaching Computer Science: A Study with Middle School Students

Expansion of computer science education in K-12 schools is driving the need for quality computer science teachers. Effective computer science teachers need both knowledge of computer science and pedagogical content knowledge (PCK), which includes an understanding of student misconceptions. In this study, by integrating an automated assessment system, we identified common misconceptions of Chinese middle school students in an introductory programming course. We found that students’ limited English ability and existing math knowledge contributed to their misconceptions in learning to program. We also noted that Chinese students with better English ability made fewer programming mistakes. This finding differs from previous studies on English speakers that found that students’ English ability had negative impacts on the learning of programming commands. Our results suggest that computer science teachers should integrate appropriate technology into instruction to support identifying and addressing specific student misconceptions. We recommend that teacher training programs in computer science pay attention to developing teachers’ technological pedagogical content knowledge (TPACK), the knowledge for effective teaching with technology.

Development and Validation of the Microbiology for Health Sciences Concept Inventory.

Identifying misconceptions in student learning is a valuable practice for evaluating student learning gains and directing educational interventions. By accurately identifying students’ knowledge and misconceptions about microbiology concepts, instructors can design effective classroom practices centered on student understanding. Following the development of ASM’s Curriculum Guidelines in 2012, we developed a concept inventory, the Microbiology for Health Sciences Concept Inventory (MHSCI), that measures learning gains and identifies student misconceptions in health sciences microbiology classrooms. The 23-question MHSCI was delivered to a wide variety of students at multiple institution types. Psychometric analysis identified that the MHSCI instrument is both discriminatory and reliable in measuring student learning gains. The MHSCI results correlated with course outcomes, showing the value of using the instrument alongside course level assessments to measure student learning. The MHSCI is a reliable and efficient way to measure student learning in microbiology and can be used both as a faculty development tool and an effective student assessment tool.