High School Students' Misconceptions on Materials of Temperature and Heat Using Three-Tier Diagnostic Tests Assisted by Live Worksheets

Tita Tanggira, Lambang subagiyo, Abdul Hakim

doi:10.20527/bipf.v10i1.11378

High School Students' Misconceptions on Materials of Temperature and Heat Using Three-Tier Diagnostic Tests Assisted by Live Worksheets

Tita Tanggira, Lambang subagiyo, Abdul Hakim

Abstract

This study aims to discover the misconceptions experienced by high school students on the material of temperature and heat. This type of research is descriptive quantitative. The sample of this research is XI science students at MAN 1 Samarinda and SMA Negeri 2 Samarinda, with 80 students. Research data were collected using tests. This type of test is a three-tier diagnostic test with three levels of answer choices, including questions and answer choices, reasons for answering, and confidence in answering. Overall, the results showed that students had misconceptions of 43.4%, which were classified as medium category misconceptions. Based on the misconceptions obtained, The misconceptions identified in the overall temperature and heat material are 43,36%, the percentage of understanding concepts is 34.75%, the percentage of only guessing is 8.67%, and the percentage of only guessing not understanding concepts is 13.08%. The percentage of misconceptions obtained includes the concepts of temperature and heat in the medium category level.

Keywords

misconception; three-tier diagnostic test; temperature and heat

Full Text:

PDF

References

Alfiani, A. (2015). Analysis of the profile misconceptions and the consistency of students’ concepts on the topic of temperature and heat. Proceedings of The National Physics Seminar, 4, 29–31.

Alwan, A. A. (2011). The misconception of heat and temperature among physics student introduction. Procedia Social and Behavioral Sciences, 12, 600–614. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.02.074

Amalia, R., Sinaga, P., Sari, I. P., & Saepuzaman, P. (2016). Identifying the misconceptions of high school students in bandung city on the material of temperature and heat. Proceedings of the UM Postgraduate Science Education National Seminar, 442–449.

Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11).

Chu, H. E., Tan, K. C. D., Choon, L. L., & Treagust, D. (2012). Evaluations of students’ understanding of thermal concepts in everyday context. International Journal of Science Education, 34(10), 1509–1534. https://doi.org/https://doi.org/10.1080/09500693.2012.657714

Fariyani, Q., Rusilowati, A., & Sugianto, S. (2015). Development of the four tier diagnostic test to uncover the physics misconceptions of class x high school students. The Journal Of Innovative Science Education, 4(2), 41–49.

Hafizah, D., Haris, V., & Eliswatis, E. (2014). Analysis misconceptions through multiple-choice tests using a certainty of response Index in the physics subject of MAN 1 Bukittinggi. Journal Of Science And Mathematics Education, 1(1), 100–103.

Halim, A., Mustafa, M., Nurulwati,N., Soewarno, S., & Nanda, N. (2018). Development of two-tier diagnostic test based on e-learning. Journal of Physics: Conference Series, 1120. https://doi.org/https://doi.org/10.1088/1742-6596/1120/1/012030

Jauhariyah, M. N. R., Zulfa, I., Harizah, Z., & Setyarsih, W. (2018). Validity of student’s misconceptions diagnosis on chapter Kinetic Theory of Gases using three-tier diagnostic test. Journal of Physics: Conference Series, 1006. https://doi.org/https://doi.org/10.1088/1742-6596/1006/1/012005

Jumini, S., Retyanto, B. D., & Noviyanti, V. (2017). Identification of physics misconceptions using three-tier diagnostic test on the subject of motion kinematics. SPEKTRA: Journal of Science Education Studies, 3(2), 196. https://doi.org/https://doi.org/10.32699/spektra.v3i2.38

Lestari, P., A, S., Satutik, R., & Hikmawati, H. (2015). The misconception profile of class x SMK 4 Mataram on the subject matter of temperature and heat transfer. Journal Of Physics and Technology Education, 1(2), 146–147.

Maunah, N., & Wasis, W. (2014). Development of white multiple- choice diagnostic tests to analyze the learning difficulties of class x students on the material of temperature and heat. Physics Education Innovation, 3(2), 195–200.

Muna, I. A. (2016). Identifikasi miskonsepsi mahasiswa pgmi pada konsep hukum newton menggunakan certainty of response index (cri). Cendekia: Journal of Education and Society, 13(2), 309. https://doi.org/https://doi.org/10.21154/cendekia.v13i2.25

Rahayu, P., Sri, H., B, P., & Alex, H. (2018). Identification of understanding the basic physics concepts of temperature and heat through three tier tests for class xi high school students. National Seminar on Physics Education, 68–74.

Resta, N. N., Halim, A., Mustafa, & Huda, I. (2020). Development of e-learning-based three-tier diagnostics test on the basic physics course. Journal of Physics: Conference Series, 1460. https://doi.org/https://doi.org/10.1088/1742-6596/1460/1/012131

Sudjana, S. (2013). Statistical Method. Tarsito.

Susilaningsih, E., Nuswowati, M., & Muttaqiin, U. F. (2020). Using open reasoned Three-tier Test to identify the acid-base conceptual understanding of senior high school student. Journal of Physics: Conference Series, 1567. https://doi.org/https://doi.org/10.1088/1742-6596/1567/2/022055

Witanecahaya, S., & Jatmiko, B. (2014). The application of the guided inquiry learning model to reduce the misconceptions of class x students of sma 2 ponorogo on the subject of heat transfer. Physics Education Innovation Journal(JIPF), 3(3), 6–10.

Yuliati, Y. (2017). Literature review. Journal of Bio Education, 2, 50–58.

DOI: http://dx.doi.org/10.20527/bipf.v10i1.11378