Student Misconceptions Research Articles

Student Misconceptions about Heat Transfer Mechanisms: An Island Ethnophysics Study

Learners’ conceptual frameworks vary greatly, but they develop from their everyday experiences over time and change as they mature. Their intuitive understanding of the world around them often needs to match scientific concepts as seen by experts. It is essential in culturally based teaching to recognize how these naïve conceptions differ from scientific explanations of concepts and why children construct these ideas. Heat transfer mechanisms are conceptually rich material. Particularly in the Indonesian context, little effort has been made to reduce misconceptions. This prompted us to conduct a study in this area. We present a study on students’ misconceptions about heat transfer mechanisms, namely conduction, convection, and radiation. This study aimed to analyze students’ misconceptions about heat transfer mechanisms through an ethnophysics study. The method used was a non-experimental quantitative case study. In addition, a survey was conducted in the form of a diagnostic test in the form of questions related to heat transfer for 100 students. The findings in the field show that students experience relatively high misconceptions. So far, teachers have not accustomed students to learning from contextual things in the form of local wisdom around them. They have given scientific questions to search for, find, and provide answers and solutions to these natural phenomena. The teacher mainly pursues cognition and physics problems in textbooks and less explores contextual matters. Future research is suggested to develop physics teaching materials based on local wisdom oriented to 21st-century life skills that can support students to live in the future. Keywords: student misconceptions, heat transfer mechanisms, island ethnophysics

Misconception Analisis of Junior High School Student in Lareh Sago Halaban Distrit on Vibration, Wave and Sound Materials Using the Four Tier Test Instrument

The purpose to analyse the student’s misconception profile and determine the percentage of misconceptions of class VIII students on vibration, wave, and sound material. The reseacrh subjects 78 students in two acceredited A secondary schools during the full 2023-2024 semester. The research method is descritive quantitative. Data collection method using a diagnostic test with a four tier test of 21 questions developed by Merry Christiani and Vindy Utami Karomah was the modified by researchers with reliability of 0,86 (very high). The four tier test instrument consists of four levels. At the first level, there are multiple choice questions with four answer choices. The second level includes students' confidence in answering the first level questions. The third level is related to the reasons behind the answers students choose at the first level. Finally, the fourth level includes students' beliefs regarding the reasons for the answers at the third level. The results of the research show that the profile of students' misconceptions is on the indicators of the concept of vibration, the concept of amplitude and deviation, the concept of period, the concept of vibration frequency, the relationship between frequency and period, the basic concept of waves, the concept of sound and frequency, the sound propagation medium and the relationship between periods, frequency and wavelength. speed, is in the medium category while the creepage concept indicator is high. The conclusion of the research results is that the misconception of junior high school students in Lareh Sago Halaban District regarding vibration, wave and sound material using the Four Tier Test instrument is 55% in the medium category

Analysis of Student Misconception Using Three-Tier Multiple-Choice Diagnostic Test on Reaction Rate Material

Misconception or conceptual errors in learning are errors in understanding a meaning. This descriptive research aims to analyze the level of students' misconceptions on the reaction rate material and analyzing misconceptions on each concept in the reaction rate material. The reseach method used is descriptive research with a quantitative approach. The sample in this research are 30 students of Grade XI students of SMAN 2 Percut Sei Tuan. The instrument used in this research is three-tier multiple-choice diagnostic test, with total 20 questions.. The results showed that the average of students’ misconception of SMAN 2 Percut Sei Tuan who experience misconception is 61,6%. Students’ misconception occurs in each concepts of reaction rate material. Percentages of students' misconceptions on reaction rate and reaction rate expressions have percentage 54.25%, in concept reaction order have percentage 62.87%, in concept factors affecting reaction rate have percentage 60.58%, in concept collision theory have percentage 73.70%, and in concept reaction rate equation have percentage 52.58%.

Analysis of Students’ Misconceptions on Electrochemistry Material using the Four-Tier Diagnostic Test Instrument

This study was conducted to determine the percentage and causes of student misconceptions in electrochemistry using the Four-Tier diagnostic test instrument. The research was conducted using a quantitative-qualitative descriptive method. The data collection technique was done through written tests with four-tier diagnostic test instruments and non-tests through interviews. The research subjects were students of the 2021 batch of Chemistry Education at FKIP Lambung Mangkurat University Banjarmasin. The results showed that 34% of students experienced misconceptions. Students experienced misconceptions in electrochemistry and electromotive power (DGL) sub-matter by 25.27%; the thermodynamic aspect of electrochemistry experienced the smallest misconception of 7.69%; DGL and temperature by 12.09%; connecting the Nernst equation with pH measurements by 17.58%; concentration cells by 14.29%; electrolysis by 12.64%; and corrosion sub-matter by 10.44%. Misconceptions occur in electrochemical materials because students think that salt bridges play a role in accelerating reactions. Students were confused about determining the relationship between DGL and temperature; and they were less careful in determining whether a chemical reaction is spontaneous or not. In addition, students were less careful in determining the actions of the gilding process.

DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>

HANDS-ON FLUIDIZED BED CLASSROOM IMPLEMENTATION AND ASSESSMENT

In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study. Tweetable AbstractA hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.

Teachers' Perception of Four-Tier Diagnostic Test Instrument Equipped with Self-Diagnosis Sheet to Identify Students' Misconception on Linear Motion Material

The purpose of this study was to determine the perception of physics teachers towards the four-tier diagnostic test instrument equipped with self-diagnosis sheet to identify students' misconceptions on linear motion material. The research method used in this study is a mixed method with Sequential Explanatory Design. Data were collected first using a questionnaire and then analyzed using descriptive analysis. The questionnaire was distributed to 14 physics teachers and 96 high school students in Lampung Province. The results showed that teachers have a positive perception of the use of a four-tier diagnostic test instrument equipped with a self-diagnosis sheet feature to identify students' misconceptions on straight motion material. The results showed that 87% of teachers had never identified students' misconceptions on straight motion material. The results also show that 90% of teachers only use the results of daily tests as a benchmark to determine the misconceptions experienced by students. Misconceptions in this straight motion material certainly affect the learning outcomes of students, it is known that only 46% of students reach the KKM on straight motion material. And the results of the questionnaire show that 95% of teachers have never identified the misconceptions of students on linear motion material to make and use any type of multilevel diagnostic test instrument because the teacher has no difficulty in making it. So an effort is needed to overcome these problems, namely by making valid, practical, and effective multilevel diagnostic test instruments. Based on the results of the study, it can be concluded that a four-tier diagnostic test instrument equipped with a self-diagnosis sheet is needed to identify students' misconceptions on linear motion material.

Exploring Student Misconceptions in Bonding and Resonance: A Computational Chemistry Exercise for General Chemistry Laboratory

Exploring Student Misconceptions in Bonding and Resonance: A Computational Chemistry Exercise for General Chemistry Laboratory

Analysis of Kinematics Graph Interpretation Skills Using RapidMiner

This study explores the application of data mining techniques in physics education research, focusing on the analysis of kinematics graph interpretation skills. The research had two main objectives: to demonstrate the utility of RapidMiner, a data mining tool, in analyzing educational data, and to compare its effectiveness with traditional item analysis methods. Fifty-nine Grade-10 students at Chiang Mai University Demonstration School completed the Test of Understanding Graphs in Kinematics (TUG-K) before and after participating in a problem-based learning module integrating high-speed video analysis. Traditional statistical analysis revealed significant improvement in student performance (p<0.001, effect size 0.76). Association rule mining, conducted using RapidMiner, uncovered key relationships between test items that were not apparent through traditional analysis. These relationships provided insights into common student misconceptions and areas requiring targeted instruction. The study demonstrates the potential of advanced data mining techniques to reveal deeper patterns in educational data compared to conventional item analysis methods. This novel application of RapidMiner in physics education research offers a promising approach for more detailed analysis of student understanding, potentially informing more effective teaching strategies and curriculum design in physics education.

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.

Analisis Miskonsepsi Mahasiswa dalam Memahami Pembagian Jamur Makroskopis dan Jamur Mikroskopis serta Pemisahan Antara Lichenes dengan Fungi pada Mahasiswa Pendidikan Biologi di UIN Sumatera Utara

This study aims to determine the misconceptions of students in understanding the division of macroscopic fungi and microscopic fungi and the separation between Lichenes and Fungi in Biology Education students at UIN North Sumatra. This research was conducted at the State Islamic University of North Sumatra, to be precise in the TBIO-2 class of Stambuk 2021 Academic Year 2023/2024. Using descriptive qualitative research methods and conducting interviews as a data collection method. The results showed that many biology students have a wrong understanding, such as thinking that all macroscopic fungi can be seen with the naked eye and microscopic fungi can only be observed with a microscope. The misunderstanding is because the curriculum does not emphasize specific characteristics, such as some macroscopic fungi require a microscope for certain observations. Thus, it is necessary to improve understanding, which can be achieved through the development of comprehensive teaching materials, interactive methods, and continuous training.

Efektivitas Model Pictorial Riddle Berbantuan Aplikasi Qreatif terhadap Pemahaman Konsep Dan Aktivitas Belajar Siswa Kelas III SDN Wonosari 01

Problems in learning IPAS in primary schools often arise, especially in the use of monotonous teaching methods and media that do not support active participation of students so that they can cause misconceptions in students. These problems need to be overcome by using the right learning model and media. This study aims to examine the effectiveness of Pictorial Riddle learning model with Qreatif application on students' concept understanding and learning activities. The type of research used is quantitative with a Quasi Experimental design of the Non-equivalent Control Group Design type. The study population was 51 third grade students of SDN Wonosari 01. The sample was obtained through saturated sampling technique. The experimental class used Pictorial Riddle model and Qreatif media, while the control class used conventional model and Canva PPT. Data were collected through test and non-test techniques. Data analysis techniques included normality test, homogeneity test, hypothesis test (t-test), and N-gain test. The t-test results showed a significant difference in concept understanding between the experimental and control classes with a 2-tailed sig value of less than 0.05 (0.001 < 0.05) and a t-count value of 7.340 > t-table 2.009. The number of students who completed the KKM in the experimental class was greater than the control class (88%> 46%) this indicates a difference in understanding the concepts of the control and experimental classes. The mean N-Gain value of the experimental class is higher than the control class (65.60% > 42.05%). Analysis of student activeness scores showed that the experimental class was higher than the control class (observation: 84% > 66%; questionnaire: 81% > 66%). In conclusion, the Pictorial Riddle learning model with Qreatif application is effective in improving students' concept understanding and learning activities.

The Effectiveness of Collaborative E-Learning-Based Learning in Reducing Student Misconceptions on Heat in East Java High Schools During Merdeka Belajar

This study aims to determine the effectiveness of Collaborative E-learning-Based Learning (KABEL) to remedy student misconceptions for heat in high schools in East Java during merdeka belajar. The study used a pre-experimental design, specifically a one-group pre-test post-test design. The study includes a sample of 290 10th-grade students who were randomly chosen from different high schools in East Java. The data collection instrument consists of 20 multiple-choice questions, each with 3 alternative answers and open-ended reasons. The average percentage of student misconceptions was 94.67% before and 39.33% after remediation. The Mc Nemar test showed a significant improvement in student conceptual understanding after remediation, as evidenced by a chi-square value (X2) of 11.16, which exceeded the critical chi-square value (X2table) of 3.84 for a degree of freedom (df) of 1 and a significance level (α) of 5%. The obtained proportion value of 0.56 shows a moderate effectiveness of the direct instruction model with animation media in addressing student misconceptions.

Development of a Diagnostic Test Based on Three-Tier Multiple Choice to Identify Student Misconceptions on Circulatory System Material

Development of a Diagnostic Test Based on Three-Tier Multiple Choice to Identify Student Misconceptions on Circulatory System Material

Bachelor Level Students Misconception in Chemistry Education

Bachelor Level Students Misconception in Chemistry Education

Errors and misconceptions of secondary school students in absolute values: a systematic literature review

Errors and misconceptions of secondary school students in absolute values: a systematic literature review

Medical school students misconceptions regarding concept of density

Medical school students misconceptions regarding concept of density

Identification of Student Misconceptions in General Biology Courses using Four Tier Multiple Choice Tests Containing High Order Thinking Skills

This research aims to identify misconceptions of biology education students in the General Biology course. The method used in this research uses quantitative descriptive. The sample used in this research was Biology education students who had taken General Biology courses consisting of students in semesters 3, 5, and 7. Data collection was carried out using a test in the form of General Biology questions in a four-tier multiple-choice diagnostic format containing high-order thinking skills, totaling 35 questions. The research results showed that the percentage of misconceptions in each class was 43.80% (semester 3), 33.93% (semester 5), and 29.46% (semester 7). The highest percentage of misconception categories among third-semester students was found in the digestive system material (57.78%), fifth-semester students in ecology material (56.67%), and seventh-semester students in ecological material (40.00%). Misconceptions in students could be caused by students not being used to working on this type of question HOTS. To be able to answer correctly, students must be able to analyze and relate the data or information in the question to existing concepts

Examining the Process of Middle School Math Teachers Diagnosing and Eliminating Student Misconceptions in Algebra

Examining the Process of Middle School Math Teachers Diagnosing and Eliminating Student Misconceptions in Algebra

Analysis of Interview Results on The Remediation Process of The Dynamic Equilibrium Concept With The Representation-Metacognitive Reinforcement Conceptual Change Model (R-MR CCM)

Objective: This research aims to determine conceptions and changes in conceptions and analyze the results of interviews regarding the remediation process of the dynamic equilibrium concept. Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions. Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students. Results and Discussion: After conducting interviews and tests on respondents, the results of the analysis were obtained in the form of misconceptions among respondents that could be identified in the test and interview results at the stage of creating cognitive conflict and respondents could realize the misconceptions experienced after going through the stage of providing assistance for equilibration and using metacognition on an example of a concept so that respondents could dispelling misconceptions altogether. Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have. Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.