Student Misconceptions Research Articles

Application of the Microbiology Concept Inventory to improve programmatic curriculum.

The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5-4.0) and students with comparatively lower cumulative GPAs (2.5-2.99, 3.0-3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students' academic success.

ANALYSIS OF STUDENTS' MISCONCEPTIONS IN CLASS XI MIPA 4 OF HIGH SCHOOL 6 MAKASSAR ON BUFFER SOLUTION USING THE THREE-TIER DIAGNOSTIC TEST INSTRUMENT

This study aims to describe students’ misconceptions and the causes of class XI MIPA 4 SMA Negeri 6 Makassar in the buffer solution material. The subjects in this study were students of class XI MIPA 4 SMA Negeri 6 Makassar in 2021/2022 academic year which consisted of 27 students and had studied the buffer solution material. The research instrument used in this study is a diagnostic test, namely Three Tier Multiple Choice which is supported by interview data. The results showed that percentage of students' misconceptions in the buffer solution material occurred in: 1) concept’s understanding 71.6%; 2) The properties 70.4%; 3) The components 72.2%; 4) The pH Calculating 49.1%; 5) the work principle 50.0%; and 6) the function of our life of 50.6%. Factors that cause misconceptions in students are those that come from the students themselves.

Predicting student-teacher self-directed learning using intrinsic and extrinsic factors: a Theory of Planned Behavior adoption.

This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL. The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut's Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study's structural equation model path analysis. The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R2) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher's learning time management ability and their perception of the university's ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills. It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student's self-directed learning.

Addressing student misconceptions about atoms and examining instructor strategies for overcoming them

Addressing student misconceptions about atoms and examining instructor strategies for overcoming them

Analysis of Physics Misconceptions of Students in Mechanic Materials Using the Tier Multiple Choice Diagnostic Test

Misconception is a problem in physics education that affects both teachers and students and stops them from fully accomplishing their learning goals. It is a problem that haunts both teachers and students. The four-tiered test is a useful tool for determining the misconceptions that students have based on the reading of the literature. In spite of this, there are not a lot of diagnostic tests in the form of a four-tier test, one of which is on the topic of business and energy. The aim of this study is to examine the misconceptions held by students in class XI of the Senior High School in Medan regarding mechanics-related material. The study under consideration employs a descriptive qualitative research approach. The study involved a total of 377 student volunteers who were selected from six distinct educational institutions situated within the urban area of Medan. The present study employed a diagnostic test instrument comprising of 25 items and questionnaire sheets, utilising a multiple-choice format with four tiers. According to the findings, 9.1% of the students are able to comprehend the idea, 19.2% do not comprehend the idea, 26.2% are only partially comprehending, 41.4% were able to overcome their misconceptions, and 4.1% of the students could not be coded. Consequently, the level of students' misunderstandings of physics material related to mechanics at Senior High School in Medan falls into the medium category. After the conclusion of this study, a diagnostic test was created internally, employing a four-tier structure, specifically designed for assessing mechanical materials. As a result of this technological progress, instructors are now able to more easily identify and address students' misconceptions pertaining to the subject matter. This study can provide a basis for future research by serving as an initial stage of development.

Exploring the Ecology: Beyond Cameron and Khanna

In reviewing the Cameron and Khanna project, we find much to be commended. The large diverse sample of researchers and the collection of widespread student misconceptions will help focus students and instructors in the introductory course on teaching and learning the science of psychology. The recommendations we make provide a guide for looking beyond student belief and recognizing factors potentially contributing to and supporting misconceptions. Because teaching psychological science in the introductory psychology course is challenging, it is likely that misconceptions result from misinterpretations of the evidence. Investigating how textbooks and instructors’ perceptions of claims perpetuate misconceptions would be an important contribution toward improving the teaching of psychology. Assessing student misconceptions about psychological science would document the prevalence of science misconceptions, would permit the investigation of change in knowledge and scientific attitudes with the introductory psychology course, and would provide a basis for studying links between misconceptions about psychology and misunderstanding (or lack of appreciation) of the very nature of science.

Android-based 4-tier physics test app to identify student misconception profiles

<span lang="EN-US">Misconceptions in physics learning are still common at the upper school level. Misconceptions lead to low ability to understand students’ concepts in studying physics. Physics misconceptions experienced by students are difficult to detect. This study aimed to develop an Android-based assessment application with a four-tier diagnostics test instrument that can be used to detect student physics misconceptions early on. Product development is carried out by developing physics instruments for class X, XI, and XII levels and then developing an Android-based assessment application. The results showed that this application received a positive response from teachers and students. In addition, the application is able to detect physics misconceptions experienced by students.</span>

Identifying Student Misconceptions About Guidance Counseling in Schools

Misconceptions are incorrect explanations and ideas that are inconsistent with scientific understanding accepted by experts. Misconceptions often occur because the concepts learned and accepted by students are different. The purpose of this study was to find out how the misconceptions about guidance and counseling services at SMP Muhammadiyah 16 Lubuk Pakam and SMP Muhammadiyah 16 Lubuk Pakam. Data analysis techniques in this study used descriptive analysis with frequency distribution techniques. Articles in this literature review use research articles that contain observations, in which there are abstractions, introductions, discussions and conclusions. The results of this study explain that misconceptions about guidance and counseling services at SMP Muhammadiyah 16 Lubuk Pakam still occur because the teacher who serves as a counseling teacher is not a counseling teacher, but a graduate of Sociology who is given the responsibility to solve student problems. Counseling services and program implementation have started well because the counseling teachers are able to carry out their duties in carrying out counseling services in accordance with the operational guidelines for the implementation of guidance and counseling for junior high schools (SMP Muhammadiyah 16 Lubuk Pakam)

Implementation of the Concept Attainment Learning Model to Increase Independence and Reduce Misconceptions of MA Students on the Circulatory System' Learning Material


 
 
 
 Misconception is an understanding that is not in accordance with the concept conveyed by experts. Misconceptions are still found in student learning outcomes on the Circulatory System material. The Concept Attainment Model is a teaching strategy that helps students strengthen their understanding of the concepts being studied. Learning independence is one of the factors that influence learning outcomes. The purpose of this study was to increase student independence and learning outcomes as well as reduce students' misconceptions about the Circulatory System material. This research is a pre-experimental research with a one group pretest-posttest design. The data in this study were obtained through observation sheets, student response questionnaires, pretest-posttest, and student interviews. The results showed that prior to the implementation of the Concept Attainment learning model, students' learning independence was classified in the medium category. After the implementation of the Concept Attainment learning model, student learning independence increased, belonging to the high category. Student learning outcomes show that prior to the implementation of the Concept Attainment learning model, they had not reached the specified classical mastery. That is, student learning outcomes are low. After implementing the Concept Attainment learning model, student learning outcomes experienced a good increase in the medium and high N-Gain categories. The findings of students' misconceptions prior to the implementation of the Concept Attainment learning model were found in the concept of the mechanism of the clotting process, the link between blood type and blood transfusion, parts of the heart in cardiac anatomy, differences in the systemic and pulmonary circulatory systems, and disorders/abnormalities of the circulatory system. After implementing the Concept Attainment learning model, misconception were found in the concept of blood constituent components, the relationship between blood type and blood transfusion, and disorders/abnormalities of the circulatory system. Thus, it can be concluded that the implementation of the Concept Attainment learning model can increase student independence and learning outcomes and reduce student misconceptions.
 
 
 

Measuring Changes of Students Conceptual Understanding of Literacy and Numeracy in Natural Science by Using Rasch Model

The low literacy and numeracy abilities of Indonesian students based on the PISA encourage assessment policies based on literacy and numeracy. This study aims to analyze the feasibility of the items developed and changes in students' understanding of concepts after implementing literacy and numeracy-based learning processes on science subject matter topics related to education for sustainable development. The research method used in this research is the one-group pretest-posttest-design experimental method. Concerning the one-group pretest-posttest-design experimental method, the sample in this study was one whole class. Data was collected through a test instrument for students' conceptual understanding of science subjects. Raw data from students' grades were processed using the Rasch Model analysis. Through Rasch's analysis, the pattern of changes in students' conceptual understanding abilities was identified by comparing the response patterns of problem difficulty and students' abilities. The research results show that the items developed in the test instrument are appropriate for measuring students' abilities. Literacy and numeracy-based learning can improve students' understanding of concepts. Seven out of 53 students were identified as having decreased abilities. Student misconceptions cause it, the types of questions developed, student internal factors, and the teaching materials used. This analysis estimates the effectiveness of educational innovations and student ability in detail.

Development of Interactive Learning Multimedia on Atomic Model Topic to Minimize Students Misconceptions at SMAN 1 Driyorejo

Development of Interactive Learning Multimedia on Atomic Model Topic to Minimize Students Misconceptions at SMAN 1 Driyorejo

Student Misconceptions in Solving AKM Numeration Problems at SMA Level Viewed From the Personality Differences of Extrovert And Introvert Students

This study aims to analyze: (1) Knowing personality types, (2) Results from AKM Numeracy, and (3) Misconceptions about AKM Numeracy based on personality types based on student personality types. This type of research is descriptive qualitative research with a case study design. The data collection technique was done by giving personality questionnaires and AKM Numerical test questions. The results showed that: (1) The tendency of personality types in extroverted students was 36%, and the other 64% had introverted tendencies, (2) The results of completing the AKM Numeracy test had the highest percentage in the misconception category, namely 50.40%, 26.20 % understand the concept, and the other 23.20% do not understand the concept, (3) Misconceptions in AKM Numeracy based on student personality types, shows that the highest misconceptions are found in students with extrovert personality types, with an average percentage of 55.80%, while students with introverted personality types have a percentage of 51.25%. Factors causing these misconceptions include acquiring student answers, studying habits, and the learning media used.

Features of teaching supplements designed to help primary teachers reduce student misconceptions in mathematics

The findings of teacher misconceptions of mathematics at various levels indicate a wide variation of mathematics taught to students. This research aims to produce valid, practical, and effective teaching supplementary materials for integers, fractions, two dimensional and three-dimensional shapes that can overcome misconceptions. This two-year development research applied Plomp's development phases: preliminary investigation, design, realization, test phase, evaluation, and revision. The data were analyzed from teacher misconceptions about mathematics from the first year of the study, the development of teaching material supplements, the results of observations on the implementation of teaching materials, the teacher's response questionnaire to the implementation of the teaching materials, and test results. The research subjects were primary school teachers in Sidoarjo who experienced mathematical misconceptions. The results showed that the teaching material supplements developed met valid, practical, and effective criteria based on expert validation, teacher responses, and teacher work results on the assessment sheets. The features of the supplements were developed based on cognitive conflict and the resolution of conflicting perspectives and the teachers' existing ideas and extend them, through, for example, the analogy to a new domain, where those are presented in either the materials or the assessments.

Development of Four-tier Diagnostic Test Instrument to Introduce Misconceptions and Identify Causes of Student Misconceptions in the Sub-topic of Bernoulli's Principle

The objective of this study is to create a misconception test instrument for identifying and understanding misconceptions in students regarding Bernoulli's Principle, particularly during hybrid learning. The validity and reliability of the test instrument are described in order to assess its effectiveness. Descriptive analysis techniques were employed to analyze the data. The findings revealed that the test instrument exhibits high validity (94.16%) and reliability (0.72%). On average, 34.9% of students were found to possess misconceptions regarding the sub-topic of Bernoulli's Principle. Item number 5 was identified as having the highest misconception rate (53%), specifically in relation to determining the speed of airflow above and below an aircraft's wings. These findings indicate that some students lack a comprehensive understanding of the fundamental concepts underlying Bernoulli's Principle, relying solely on its equations. Consequently, this research suggests that teachers can mitigate misconceptions and identify their causes by employing a four-tier diagnostic test, especially in the context of the sub-topic of Bernoulli's Principle

Reduksi Miskonsepsi Siswa pada Mata Pelajaran PAI di SMPN 5 Jombang

This research was conducted to identify the types of misconceptions that commonly occur in students, identify the factors that influence the occurrence of misconceptions, and identify effective teaching strategies for reducing student misconceptions. This research uses mixed methods, which involve both quantitative and qualitative approaches. The research sample consisted of eighth-grade students at SMPN 5 Jombang. Data was collected through a misconception test, which consisted of questions based on the concept of PAI, class observations, and interviews with students and teachers of PAI. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The results showed that there were several types of misconceptions that were common among students, such as misconceptions about worship, aqidah, and religious history. Factors that influence the occurrence of misconceptions include a lack of understanding of basic concepts, the use of less effective learning media, and the influence of the social environment. In addition, this study also identified several effective teaching strategies for reducing students' misconceptions, such as the use of constructivist approaches to learning, interactive learning media, and group discussions. The findings of this study make an important contribution to improving the quality of PAI learning at SMPN 5 Jombang and can also be adopted by other educational institutions. PAI teachers can use the results of this study as a guide in designing effective teaching strategies to reduce students' misconceptions. By reducing misconceptions, it is hoped that students will have a better understanding of PAI subjects, thereby creating a more effective learning environment and supporting the development of students' understanding of religion.

Investigating Misconceptions in Linear Equations and its Impact on Students’ Achievement at Middle Secondary Schools of Bhutan

Aims: The objective of this study was to investigate and address ninth-grade students’ misconceptions in learning linear equations with the use of three-tier diagnostic test.
 Study Design: The present study is built upon an explanatory sequential mixed approach, in which the researcher first does quantitative research, evaluates the results, and then uses the results to create a more in-depth qualitative analysis. The qualitative data is viewed as explanatory because it helps to explain the initial quantitative results.
 Methodology: This study used a mixed-method approach, gathering, analyzing, and interpreting both quantitative and qualitative research in a single study. This strategy was chosen since the study's objective was to thoroughly analyze students' misconceptions about learning linear equations using both a quantitative and a qualitative approach.
 Results: The conceptual knowledge examined in the test items were balancing equation, equation with brackets, fractions and negative signs, finding the table of values, finding slope and y-intercept, and graphing the equations. The diagnostic test was administered to 29 ninth grade students. It was revealed that majority (58.6%) of the students possessed misconceptions. The sources of misconceptions were attributed to inadequate mastery of subject knowledge of teachers, wrong information in the textbooks, prior knowledge and imprecise use of terminology.
 Conclusion: Mobile apps were used to rectify the misconceptions held by the students to prevent the propagation of those misconceptions in students. Thus, a teacher can successfully read the cognitive conflict of his or her pupils and increase the likelihood of conceptual change by identifying, interpreting, and controlling it. A teacher can also successfully assist and lead students to engage in meaningful mathematics learning experiences.

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

Analysis of Student's Misconceptions in The Subject Material Circle in View of Learning Readiness and Student's Think Style

The aims of this study were: (1) to find out the characteristics of misconceptions, and (2) to find out the causes of misconceptions in class XI students in the 2013/2014 academic year on the equation of a circle and the equation of a tangent line. circle seen from the readiness and learning styles of students. Qualitative research was applied in this research. The research subjects were eleventh grade students of SMA Negeri 3 Surakarta. Data sources were taken from informants (students), documentation (questionnaire), and tests. Data collection was carried out using interviews, diagnostic tests, and questionnaires. Data validity uses source triangulation. Data analysis uses the concept of Miles and Huberman, namely data collection, data reduction, data presentation, and drawing conclusions.

Insights from coherence in students’ scientific reasoning skills

Improving scientific reasoning enables students to navigate the challenges of learning science. Teachers use Lawson's classroom test of scientific reasoning (LCTSR) to measure scientific reasoning. The LCTSR is a two-tiered assessment that uses content-based questions and explanation statements. Researchers have found that if a student answers a knowledge-based question correctly but selects an incorrect explanation statement, there may be an element of guessing or an established misconception. Misconceptions are beliefs that students hold that are not based on scientific evidence. The present study added a confidence variable to the LCTSR, which measures how confident students regarded their responses in both tiers. Selecting a correct response to a knowledge-based question while providing an incorrect explanation and having a high confidence rating indicates an established misconception. The confidence variable is, therefore, a measure of an established scientific misconception and is the basis of the present study. The present study analyzed the responses of 71 first-year university students enrolled in an introductory physics course. The LCTSR results indicate that students performed the best in the conservation reasoning dimension and the worst in the proportional reasoning dimension. In all scientific reasoning dimensions, more than half the students chose the incorrect explanation for each context question. Students' confidence responses surpassed their performance in three of the 14 LCTSR items. The low frequency of correct answers and the statistically significant correlation between LCTSR items and confidence suggest possible misconceptions in students' scientific reasoning skills.

Remediasi Miskonsepsi Menggunakan Model Learning Cycle 5E Pada Materi Fluida Statis

Misconceptions that exist in students must be addressed immediately because it will have an impact on further higher learning. This study aims to determine the profile of student misconceptions and the effect of using the Learning Cycle 5E model on reducing the level of misconceptions in Static Fluid material. In the form of descriptive qualitative research with the subject of students of class XI IPA 2 at SMAN 8 Surakarta, totaling 32 students. The treatment given is by giving an initial diagnostic test (pretest) to determine the student's misconception profile, then students are given learning using the Learning Cycle 5E model, and given a final diagnostic test (postest) to determine the decrease in the level of student misconceptions after remediation learning. Data were obtained through a three-stage misconception diagnostic test. The first stage of the diagnostic test was in the form of multiple choice questions, the second stage was in the form of reasons from the first stage questions, and the third stage was to identify students' confidence level. The data analysis technique used was descriptive statistics. The results showed that students had misconceptions on the concepts of the Main Law of Hydrostatics, Pascal's Law, Archimedes' Law, capillary symptoms and viscosity. Based on data analysis, 67.71% of students had misconceptions before remediation learning. After remediation using the Learning Cycle 5E model, the misconceptions experienced by students decreased to 31.94%. The shrinkage of the percentage of student misconceptions experienced was 33.85%. Based on the decrease in the percentage of students who experience misconceptions, it can be concluded that the Learning Cycle 5E model can reduce the level of student misconceptions in Static Fluid material.