Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects
DOI:
10.29303/jppipa.v10i6.7226Published:
2024-06-25Issue:
Vol. 10 No. 6 (2024): JuneKeywords:
Misconceptions, Photosynthesis, Science, TeacherResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.
References
Akbas, Y., & Gencturk, E. (2011). The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students’ Misconceptions about Air Pressure. Kuram Ve Uygulamada Egitim Bilimleri, 11(4), 2217–2222. Retrieved from https://eric.ed.gov/?id=EJ962696
Atkinson, L., Dunlop, L., Bennett, J., Fairhurst, P., & Moore, A. (2020). Best Evidence Science Teaching: Research Evidence in Action. SSR, 102(379), 55–63. Retrieved from https://www.ase.org.uk/system/
files/SSR_December_2020_055-063_Atkinson.pdf
Barnes, M., & Cross, R. (2021). ‘ Quality ’ at A Cost : the Politics of Teacher Education Policy in Australia. Critical Studies in Education, 62(4), 455–470. https://doi.org/10.1080/17508487.2018.1558410
Bradford, K., & Pendergast, D. (2021). What Is Meant by ‘Teacher Quality’ in Research and Policy: A Systematic, Quantitative Literature Review. Journal of Education Thinking, 1(1), 57–76. Retrieved from https://www.researchgate.net/publication/356508440
Cansiz, N., & Cansiz, M. (2019). Evaluating Turkish Science Curriculum with PISA Scientific Literacy Framework. Turkish Journal of Education, 8(3). https://doi.org/10.19128/turje.545798
Chavan, R. L., & Khandagale, V. S. (2023). Identification of Misconceptions about The Human Digestive System Using Concept Maps Among Higher. Global Online Electronic International Interdisciplinary Research Journal (GOEIIRJ), 12(3), 142–153. Retrieved from https://files.eric.ed.gov/
fulltext/ED629820.pdf
Elhai, J. (2023). Special Series : Scientific Literacy Science Literacy : a More Fundamental Meaning. Journal of Microbiology & Biology Education, 24(1), 1–7. https://doi.org/10.1128/jmbe.00212-22
Fatmawati, B., & Khotimah, H. (2023). Assessing the Scientific Literacy of Prospective Biology Teachers. Jurnal Penelitian Pendidikan IPA, 9(5), 2701–2706. https://doi.org/10.29303/jppipa.v9i5.3526
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The Effects of Teacher Competence on Student Outcomes in Elementary Science Education: The Mediating Role of Teaching Quality. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.
Haji, S., & Yumiati, Y. (2021). Penguasaan Guru dan Calon Guru Matematika Terhadap Konsep Persamaan Kuadrat. Jurnal Pendidikan Matematika Raflesia, 6(1), 88–98. https://doi.org/10.33369/
jpmr.v6i1.14678
Hasbiah, S., & Wahidah, B. F. (2013). Perbandingan Kecepatan Fotosintesis pada Tanaman Sawi Hijau (Brassica juncea) yang Diberi Pupuk Organik dan Anorganik. Biogenesis: Jurnal Ilmiah Biologi, 1(1), 61–69. https://doi.org/10.24252/bio.v1i1.448
Hera, R., & Oktavia, R. (2023). Miskonsepsi Materi Ilmu Pengetahuan Alam pada Mahasiswa Calon Guru di Sekolah Dasar. Bionatural, 10(2), 12–22. https://doi.org/10.61290/bio.v10i2.616
Husna, N., Halim, A., Syukri, M., Nur, S., & Khaldun, I. (2022). Impact of Science Process Skills on Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 8(4), 1827–1833. https://doi.org/10.29303/jppipa.v8i4.
Ismail, M., Zubair, M., & Alqadri, B. (2023). Integration of Technological Pedagogical and Content Knowledge in 21 st Century Learning. Jurnal Penelitian Pendidikan IPA, 9(5), 2363–2367. https://doi.org/10.29303/jppipa.v9i5.3732
Jahidi, J. (2014). Kualifikasi dan Kompetensi Guru. Jurnal Ilmiah Mahasiswa Pascasarjana Administrasi Pendidikan, 2(1), 7823–7830. http://dx.doi.org/10.
/adpen.v2i1.189
Jamaluddin. (2019). Profil Literasi Sains dan Keterampilan Berpikir Kritis Pendidik IPA SMP. Jurnal Penelitian Pendidikan IPA, 5(1). https://doi.org/10.29303/jppipa.v5i1.185
Kaskens, J., Segers, E., Goei, S. L., van Luit, J. E. H., & Verhoeven, L. (2020). Impact of Children’s Math Self-Concept, Math Self-Efficacy, Math Anxiety, and Teacher Competencies on Math Development. Teaching and Teacher Education, 94, 103096. https://doi.org/10.1016/j.tate.2020.103096
Kismiati, D. A., Hutasoit, L. R., & Ratnaningsih, A. (2023). Profil Komunikasi dan Profil Kerjasama Lulusan Program Studi Pendidikan Biologi Universitas Terbuka. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 7(2), 394–404. https://doi.org/10.33541/edumatsains.v7i2.4453
Kurtulu, M. A. (2021). An Analysis of Scientific Articles on Science Misconceptions : A Bibliometric An Analysis of Scientific Articles on Science Misconceptions : A Bibliometric Research. Ilkogretim Online - Elementary Education Online, 20(1). https://doi.org/10.17051/ilkonline.2021.01.
Lestari, H., Setiawan, W., & Siskandar, R. (2020). Science Literacy Ability of Elementary Students Through Nature of Science-Based Learning with the Utilization of the Ministry of Education and Culture’s "Learning House". Jurnal Penelitian Pendidikan IPA, 6(2). https://doi.org/10.29303/jppipa.v6i2.410
Luh, N., Nina, P., & Astini, B. N. (2023). Analysis of Early Childhood Pre-Service Teacher’s Science Concepts Comprehension Based on Their Science Process Skill. Jurnal Penelitian Pendidikan IPA, 9(2), 906–911. https://doi.org/10.29303/jppipa.v9i2.3241
Maftukhah, Ulfaturrohmah, U., Sholikhah, N. I., & Fawaida, U. (2023). Pengaruh Cahaya Terhadap Proses Fotosintesis pada Tanaman Naungan dan tanaman Terpapar Cahaya Langsung. J. Pengabdian Masyarakat MIPA dan Pendidikan MIPA, 7(1), 51–55. https://doi.org/10.21831/jpmmp.v7i1.51510
Mufit, F., & Fauzan, A. (2023). The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions. Journal of Turkish Science Education, 20(1), 26–49. Retrieved from https://www.tused.org/index.php/tused/article/view/917
Muna, I. A. (2012). Miskonsepsi Materi Fotosintesis dalam Pembelajaran Ilmu Pengetahuan Alam (IPA) di SD/MI [Misconceptions of Photosynthetic Material in Natural Science Learning (IPA) in SD/MI]. Cendekia: Jurnal Kependidikan dan Kemasyarakatan, 10(2), 201. Retrieved from https://jurnal.iainponorogo.ac.id/index.php/cendekia/article/download/411/336
Nessipbayeva, O. (2020). The Competencies of the Modern Teacher. Journal of Pre-Service and in-Service Teacher Training, 1(1), 148–154. Retrieved from https://eric.ed.gov/?id=ED567059
Nur, H. M., & Fatonah, N. (2005). Paradigma Kompetensi Guru. Jurnal PGSD UNIGA, 1, 12–16. http://dx.doi.org/10.52434/jpgsd.v1i1.1561
Nurwulandari, N. (2018). Pembelajaran Fisika Berbasis Literasi Sains terhadap Penguasaan Konsep Mahasiswa pada Pokok Bahasan Energi. Jurnal Pendidikan: Riset & Konseptual, 2(2), 205–213. https://doi.org/10.28926/riset_konseptual.v2i2.51
Putri, F. A., & Mufit, F. (2023). Analysis of Students’ Scientific Literacy on Work and Energy as Well as Momentum and Impulse. Jurnal Penelitian Pendidikan IPA, 9(12), 10583–10589. https://doi.org/10.29303/jppipa.v9i12.5990
Ramaliya, R. (2018). Pengembangan Kompetensi Guru dalam Pembelajaran. Bidayah: Studi Ilmu-Ilmu Keislaman, 9(1), 77–88. Retrieved from https://ejournal.staindirundeng.ac.id/index.php/bidayah/article/download/147/103
Rohmah, M., Priyono, S., & Sari, R. S. (2023). Analisis Faktor-Faktor Penyebab Miskonsepsi Peserta Didik SMA. UTILITY: Jurnal Ilmiah Pendidikan dan Ekonomi, 7(01), 39–47. https://doi.org/10.30599/utility.v7i01.2165
Rokhiyah, I., Sekarwinahyu, M., Sapriati, A., & Sapriati, A. (2023). Science Literacy of Elementary School Students through Science Practical Work Learning Method. Jurnal Penelitian Pendidikan IPA, 9(5), 3986–3991. https://doi.org/10.29303/jppipa.v9i5.3761
Saputra, H., & Mustika, D. (2022). Analysis the Conceptual Understanding Level Understanding Model of Pre-Service Physics Teacher. Jurnal Penelitian Pendidikan IPA, 8(5), 2367–2372. https://doi.org/10.29303/jppipa.v8i5.2246
Sharon, A., & Tsabari, A. B. (2021). Can Science Literacy Help Individuals Identify Misinformation in Everyday Life ? Science Education Journal, 104(5). https://doi.org/10.1002/sce.21581
She, H. (2019). Reflections on and Implications of the Programme for International Student Assessment 2015 Performance of Students in Taiwan: The Role of Epistemic Beliefs about Science in Scientific Literacy. Journal of Research Science Teaching, 1(1). https://doi.org/10.1002/tea.21553
Sidabutar, M. (2020). Pengaruh Motivasi Belajar Terhadap Prestasi Akademik Mahasiswa. EPISTEMA, 1(2), 11–20. https://doi.org/10.21831/ep.v1i2.34996
Simmie, G. M., Moles, J., & Grady, E. O. (2018). Good Teaching as A Messy Narrative of Change within A Policy Ensemble of Networks, Superstructures and Flows. Journal of Critical Studies in Education, 1(1). https://doi.org/10.1080/17508487.2016.1219
Soeharto, S., CsapÃ, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia, 8(2). https://doi.org/10.15294/jpii.v8i2.18649
Suhantoro, M. (2020). Kajian Mengenai Fenomena Miskonsepsi Universal di SMA N 1 Wonosobo Terkait Materi Elastisitas dan Hukum Hooke. Webinar Pendidikan Fisika, 5(1), 47–50. Retrieved from https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/21702
Sulaiman, A., & Azizah, S. (2020). Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis di Indonesia: Sebuah Tinjauan Literatur Sistematis. PEDAGOGIC: Jurnal Pendidikan, 7(1). https://doi.org/10.33650/pjp.v7
i1.792
Susanti, E., Septiana, S., Meilinda, S., & Rosa, I. M. (2023). The Effectiveness of Using Google Sites-Based E-Modules to Optimize Critical Thinking Skills : Student Perceptions Analysis. Jurnal Penelitian Pendidikan IPA, 9(12), 10555–10561. https://doi.org/10.29303/jppipa.v9i12.5887
Sutoyo. (2011). Masalah dan Peranan CO2 pada Produksi Tanaman. Buana Sains, 11(1), 83–90. https://doi.org/10.33366/bs.v11i1.183
Wordu, H., & Isiah, C. E. (2021). Teachers’ Competence for Effective Teaching and Learning for the 21st Century Schools in Nigeria Teachers’ Competence for Effective Teaching and Learning for the 21st Century Schools in Nigeria. Internat Ional Journal of Applied Research, 6(1), 235–237. Retrieved from https://www.allresearchjournal.com/archives/?year=2020&vol=6&issue=1&part=D&ArticleId=6453
Yunia, I., Komariyatin, P., & Aryungga, S. D. E. (2019). Miskonsepsi IPA SMP pada Topik Fotosintesis dan Respirasi. In Seminar Nasional Pendidikan Sains (p. 41). Retrieved from https://jurnal.fkip.uns.ac.id
/index.php/snps/article/view/12812
Author Biographies
Dyah Aniza Kismiati, Universitas Terbuka
Leonard R. Hutasoit, Universitas Terbuka, Tangerang Selatan, Indonesia.
License
Copyright (c) 2024 Dyah Aniza Kismiati, Leonard R. Hutasoit
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:
- 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.
- 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.
- 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).
