Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Authors

Lalu Ahmad Didik Meiliyadi , Akhmad Asyari , Kurniawan Arizona

DOI:

10.29303/jppipa.v9i12.6122

Published:

2023-12-20

Issue:

Vol. 9 No. 12 (2023): December

Keywords:

Misconception, Quantities and units, 3-Tier diagnostic

Research Articles

Downloads

How to Cite

Meiliyadi, L. A. D. ., Asyari, A. ., & Arizona, K. . (2023). Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method. Jurnal Penelitian Pendidikan IPA, 9(12), 12042–12048. https://doi.org/10.29303/jppipa.v9i12.6122
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The level of understanding and misconceptions of Tadris Biology students at Mataram State Islamic University has been analyzed. The tested sub-materials, including quantities, units, and measurements, are adjusted to the Student Semester Learning Plan in the Basic Physics Course. The method used was observation using the 3-tier Diagnostic Test. The 3-tier Diagnostic Test is a question consisting of multiple choice questions accompanied by statements of reasoning and confidence levels.. This method has three stages of student answers: concept answers, reasons, and confidence levels. Based on the results of diagnostic tests on students, it was obtained that the level of complete understanding of students was 23.53%, and the level of misconceptions was 23.53%. The level of misconception is 23.53%. Students experienced the greatest misconceptions in the physical quantities sub-material, which amounted to 52.94%, and the lowest in the measurement material at 5.89%. Most students believe that the angle is not a principal quantity, as indicated by the wrong student answers accompanied by the reasons and with a high confidence level-certainly a misconception because according to experts, the angle is also a principal quantity. Although the percentage of misconceptions is tiny, students still experience misconceptions in each submitter.

References

Afriwardani, P., Jumadi, & Pribadi, F. O. (2023). Development of Interactive Physics E-Book to Reduce Student Misconception. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(4), 2018–2024. https://doi.org/10.29303/jppipa.v9i4.1854

Aini, E., Evendi, Halim, A., Syukri, M., & Yusrizal. (2023). The raltionship between misconceptions and students scientific literacy abilities on global warming material. Jurnal Penelitian Pendidikan IPA, 9(10), 8051–8058. https://doi.org/10.29303/jppipa.v9i10.5156

Bhaw, N., Kriek, J., & Lemmer, M. (2023). Insight from coherence in student scientific reasoning skills. Heliyon, 9, e17349. https://doi.org/10.1016/j.heliyon.2023.e17349

Busyairi, A., & Zuhdi, M. (2020). Profil Miskonsepsi Mahasiswa Calon Guru Fisika Ditinjau Dari Berbagai Representasi Pada Materi Gerak Lurus Dan Gerak Parabola. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 90–98. https://doi.org/10.29303/jpft.v6i1.1683

Didik, L. A., & Aulia, F. (2019). Analisa Tingkat Pemahaman dan Miskonsepsi pada Materi Listrik Statis Mahasiswa Tadris Fisika Menggunakan Metode 3-Tier Multiple Choices Diagnostic. Phenomenon, 9(1), 99–112. https://doi.org/10.21580/phen.2019.9.1.2905

Didik, L. A., & Wahyudi, M. (2020). Analisa Kandungan Fe dan Karakteristik Sifat Listrik Pasir Besi Pantai Telindung yang Disintesis Dengan Beberapa Metode. Indonesian Physical Review, 3(2), 64–71. https://doi.org/10.29303/i pr.v3i2.58

Didik, L. A., Wahyudi, M., & Kafrawi, M. (2020). Identifikasi Miskonsepsi dan Tingkat Pemahaman Mahasiswa Tadris Fisika pada Materi Listrik Dinamis Menggunakan 3-Tier Diagnostic Test. Journal of Natural Science and Integration, 3(2), 128–137. https://doi.org/10.24014/jnsi.v3i2.9911

Djanette, B., & Fouad, C. (2017). Determination of University Students’ Misconceptions about Light Using Concept Maps. Procedia - Social and Behavioral Sciences. Procedia - Social and Behavioral Sciences, 152, 582–589. https://doi.org/10.1016/j.sbspro.2014.09.247

Hunaidah, Erniwati, E., & Mahdiannur, M. A. (2022). Four-tier Diagnostic Test to Assess Students’ Misconceptions about Fluids: A Story from Development to Measurement from Three Environmental Sites. Jurnal Penelitian Pendidikan IPA, 8(3), 1586–1592. https://doi.org/10.29303/jppipa.v8i3.1784

Im, S., & Jitendra, A. K. (2020). Analysys of proportional reasoning and misconceptions among students with mathematical learning disabilities. Journal of Mathematical Behavior, 57, 100753. https://doi.org/10.106/j.mathb.2019.100753

Irwansyah, & Sukarmin, H. (2018). Development of three-tier diagnostics instruments on students misconception test in fluid concept. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(2), 207-217. https://doi.org/10.24042/jipfalbiruni.v7i2.2703

Jumilah, & Wasis. (2023). Development of Four-tier Diagnostic Test Instrument to Introduce Misconceptions and Identify Causes of Student Misconceptions in the Sub-topic of Bernoulli’s Principle. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(7), 5773–5781. https://doi.org/10.29303/jppipa.v9i7.4588

Kaltacki-Gurel, D., A, E., & Dermott, L. C. M. (2017). Development and Application of a Four-tier Test to Asses Pre-service Physics Teacher’s Misconception About Geometrical Optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094

Ko’o, E., Meiliyadi, L. A. D., & Bahtiar. (2022). Pengembangan Lembar Kerja Siswa (LKS) Berbasis Multiple Intelligences pada Materi Kalor Kelas VII MTs Miftahul Ishlah. Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika, 5(1), 1–18. https://doi.org/10.29103/relativitas.v5i1.6979

Kordaki, M., & Psomos, P. (2015). Diagnosis and treatment of students’ misconceptions with an intelligent concept mapping tool. Procedia - Social and Behavioral Sciences, 191, 838–842. https://doi.org/10.1016/j.sbspro.2015.04.478

Korganci, N., Miron, C., Dafinei, A., & Antohe, S. (2015). The Importance of Inquiry-Based Learning on Electric Circuit Models for Conceptual Understanding. Procedia - Social and Behavioral Sciences, 191, 2463–2468. https://doi.org/10.1016/j.sbspro.2015.04.530

Kustiarini, F. T., Susanti VH, E., & Saputro, A. N. C. (2019). Penggunaan Tes Diagnostik Three-Tier Test Alasan Terbuka untuk Mengidentifikasi Miskonsepsi Larutan. Jurnal Pendidikan Kimia, 8(2), 171. https://doi.org/10.20961/jpkim.v8i2.25236

Maison, Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa pada Materi Usaha dan Energi. Jurnal Penelitian Pendidikan IPA (JPPIPA), 6(1), 32–39. https://doi.org/10.29303/jppipa.v6i1.314

Meiliyadi, L. A. D., Ruhana, B. A., & Khasanah, N. (2023). Pengenalan virtual laboratory berbasis Physics Education Technology (PhET) interactive simulation sebagai alternatif praktikum pada siswa sekolah internasional luar negeri Riyadh. Transformasi: Jurnal Pengabdian Masyarakat, 19(1), 60–69. https://doi.org/10.20414/transformasi.v19i1.6189

Mufida, S. N., Samsudin, A., Suhendi, E., Kaniawati, I., & Novia, H. (2023). CoSiReT: Innovation of ReT (Refutation Texts) to Reduce Students’ Misconceptions Concerning Transverse Waves. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(11), 9363–9371. https://doi.org/10.29303/jppipa.v9i11.4544

Ningrum, L. S., Drastisianti, A., Setiowati, H., & Pratiwi, R. (2022). The Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students’ Misconceptions of Acid-Base Materials. Jurnal Penelitian Pendidikan IPA (JPPIPA), 8(4), 2131–2135. https://doi.org/10.29303/jppipa.v8i4.2092

Nurfiyani, Y., Putra, M. J. A., & Hermita, N. (2020). Analisis Miskonsepsi Siswa SD Kelas V Pada Konsep Sifat-sifat Cahaya. JNSI: Journal of Natural Science and Integration, 3(1), 77–86. https://doi.org/10.24014/jnsi.v3i1.9303

Park, M., & Liu, X. (2021). An investigation of item difficulties in energy aspects across biology, chemistry, enviromental science, and physics. Research in Science Education, 31, 43–60. https://doi.org/10.1007/s11165-019-9819-y

Pratiwi, A. N., Erlina, Lestari, I., Masriani, & Rasmawan, R. (2023). Identification of Students’ Misconceptions Using a Four-Tier Multiple Choice Diagnostic Test on Colligative Properties of Solutions. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(11), 10033–10042. https://doi.org/10.29303/jppipa.v9i11.4018

Rahmawati, Widiasih, Marisda, D. H., & Riskawati. (2023). Using four-tier test to identify prospective elementary teacher students misconceptionon electricity topic. Jurnal Penelitian Pendidikan IPA, 9(10), 7793–7802. https://doi.org/10.29303/jppipa.v9i10.3272

Sheftyawan, W. B., Prihandono, T., & Lesmono, A. D. (2018). Identifikasi Miskonsepsi Siswa Menggunakan Four-tier Diagnostic Test pada Materi Optik Geometri. Jurnal Pembelajaran Fisika, 7(2), 147–153. https://doi.org/10.19184/jpf.v7i2.7921

Shidik, M. A., & Tae, L. F. (2022). The Identification of Students’ and Teachers’ Misconception on Energy in North Central Timor Regency. Jurnal Penelitian Pendidikan IPA, 8(2), 633–640. https://doi.org/10.29303/jppipa.v8i2.1395

Soeharto, & Csapo, B. (2022). Exploring Indonesian student misconception in science concept. Heliyon, 8, e10720. https://doi.org/10.1016/j.heliyon.2022.e10720

Stefanutti, L., Chiusole, D. de, Gondan, M., & Maurer, A. (2020). modeling misconceptions in knowledge space teory. Journal of Mathematical Psychologi, 99, 102435. https://doi.org/10.1016/j.jmp.2020.102435

Turkoguz, S. (2020). Investigation of three-tier diagnostic and multiple choice test on chemistry concepts with respon change behavior. International Education Studies, 13(9), 10–22. Retrieved from http://files.eric.ed.gov/fulltext/EJ1266489.pdf

Utami, A. W., & Khotimah, S. N. (2023). Identification of Students’ Misconceptions Using Six Tier Diagnostic Test with CRI (Certainty of Response Index) on Wave. Jurnal Penelitian Pendidikan IPA, 9(7), 5205–5213. https://doi.org/10.29303/jppipa.v9i7.4192

Wahyudi, F., Didik, L. A., & Bahtiar. (2021). Pengembangan Instrumen Three Tier Test Diagnostik Untuk Menganalisis Tingkat Pemahaman Dan Miskonsepsi Siswa Materi Elastisitas. Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika, 4(2), 48–58. https://doi.org/10.29103/relativitas.v4i2.5184

Wati, R. Y., Ningrat, H. K., & Didik, L. A. (2021). Pembelajaran fisika berbasis CTL melalui metode eksperimen untuk meningkatkan motivasi dan hasil belajar materi tata surya. Edu Sains Jurnal Pendidikan Sains & Matematika, 9(1), 40–49. https://doi.org/10.23971/eds.v9i1.2103

Widarti, H. R., Permanasari, A., Mulyani, S., & Rokhim, D. A. (2021). Multiple representation-based learning trough cognitive dissonance strategy to reduce students misconceptions in volumetric. TEM Journal, 10(3), 1263. https://doi.org/10.5539/iesv13n9p10

Author Biographies

Lalu Ahmad Didik Meiliyadi, Universitas Islam Negeri Mataram

Akhmad Asyari, Universitas Islam Negeri Mataram

Kurniawan Arizona, Universitas Islam Negeri Mataram

License

Copyright (c) 2023 Lalu Ahmad Didik Meiliyadi, Akhmad Asyari, Kurniawan Arizona

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).