THE USE OF FOUR-TIER TEST FOR DIAGNOSING STUDENTS' CONCEPTION ON HEAT TOPIC
One of the concepts in Physics that is essential but students still difficult to understand and have a lot of misconceptions in it is heat. Studies on this topic have been developed previously with three-tier test. However, there have been relatively fewer studies that used four-tier test. Moreover,...
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2022-08-29.
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| Summary: | One of the concepts in Physics that is essential but students still difficult to understand and have a lot of misconceptions in it is heat. Studies on this topic have been developed previously with three-tier test. However, there have been relatively fewer studies that used four-tier test. Moreover, studies that compared student's misconception based on gender is still rare. The research was conducted to analyze the level of students' conception, common students' misconceptions, and compare misconceptions between male and female students. Survey research design was applied in this study. This research involved 125 seventh grade junior high school students with an age range of 13-14 years old consist of 59 male and 66 female. Data was gathered from four-tier test on heat topic and open-ended questions. The results showed that 56.1% of the students is at the level of lack of knowledge, 16.3% misconception, 13.3% scientific knowledge, 8.5% false positive, and 5.8% false negative. Misconceptions that was experienced by the students are considered to be significant (>10%) on all concepts of heat, particularly in the characteristic of heat concept. Based on the analysis, there is no significant difference between male and female students' misconceptions. It implies that lesson at school needs to be improved to help students build scientific knowledge and eliminate misconceptions. This study conducted on junior high school students should also be conducted on another school levels and experimental studies should be carried out to eliminate the misconceptions that emerged in this study. |
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| Item Description: | http://repository.upi.edu/78828/1/S_IPSE_1801008_Title.pdf http://repository.upi.edu/78828/2/S_IPSE_1801008_Chapter1.pdf http://repository.upi.edu/78828/3/S_IPSE_1801008_Chapter2.pdf http://repository.upi.edu/78828/4/S_IPSE_1801008_Chapter3.pdf http://repository.upi.edu/78828/21/S_IPSE_1801008_Chapter4.pdf http://repository.upi.edu/78828/22/S_IPSE_1801008_Chapter5.pdf http://repository.upi.edu/78828/23/S_IPSE_1801008_Appendix.pdf |