Physics Teacher's Misconceptions About Direct Current Material
Abstract
The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions
Abstract View: 459 
PDF Download: 354
Similarity Check Download: 34
Metrics
References
Aisahsari, R., & Ermawati, M.U. (2020). Evaluating student's misconceptions and the causes on direct current concept by means of four-tier multiple choice test. Journal of Physics: Conference Series, 1491(1), 1-9. https://doi.org/10.1088/1742-6596/1491/1/012009
Ergin, S., & Atasoy, S. (2013). Comparative analysis of the effectiveness of 4mat teaching method in removing pupils' physics misconceptions of electricity. Journal of Baltic Science Education, 12(6), 730-746.
Herman. (2016). Factors contributing ti students' misconceptions in learning covalent bonds. Journal Of Research in Science Teaching, 54(4), 520-537. https://doi.org/10.1002/tea.21375
Giancoli, D. C. (2014). Physics principles with applications seventh edition. United States of America: Pearson Education.
Kaltakci-Gurel, D., Eryılmaz, A., & McDermott, L.C. (2016). Identifying pre-service physics teachers' misconceptions and conceptual difficulties about geometrical optics. European Journal of Physics, 37(4), 1-31. https://doi.org/10.1088/0143-0807/37/4/045705
Halim, A, Lestari D., & Mustafa. (2019). Identification of the causes of misconception on the concept of dynamic electricity. Journal of Physics: Conference Series, 1280(5), 1-7. https://doi.org/10.1088/1742-6596/1280/5/052060
Hasyim, W., Suwono, H., & Susilo, H. (2018). Three-tier test to identify students' misconception of human reproduction system. Jurnal Pendidikan Sains, 6(2), 48-54.
Hesti, R., Maknun, J., & Feranie, S. (2017). Text based analogy in overcoming student misconception on simple electricity circuit material. International Conference on Mathematics and Science Education (ICMScE), 895(1), 1-11. https://doi.org/10.1088/1742-6596/895/1/012146
Jusniar, J., Effendy, E., Budiasih, E., & Sutrisno, S. (2020). Developing a three-tier diagnostic instrument on chemical equilibrium (TT-DICE). Educación Química, 31(3), 84-102. https://doi.org/10.22201/fq.18708404e.2020.3.72133
Gurel, D.K., & Körhasan, N. D. (2007). Identification of pre-service physics teachers' misconceptions on gravity concept: A study with a 3-tier misconception test. AIP Conference Proceedings, 899(1), 499-500. https://doi.org/10.1063/1.2733255
Kamilah, D. S., & Suwarna, I. P. (2016). Pengembangan three-tier test digital untuk mengidentifikasi miskonsepsi pada konsep fluida statis. Edusains, 8(2), 212-220. https://doi.org/10.15408/es.v8i2.5192
Kuczmann, I. (2017). The structure of knowledge and students' misconseptions in physics. AIP Conference Proceedings, 1916(1), 1-7. https://doi.org/10.1063/1.5017454.
Kurniawan, D. T., & Maryanti, S. (2018). Analysis of math teacher candidates' misconceptions on the dynamic electricity concept. Scientiae Educatia: Jurnal Pendidikan Sains, 7(1), 67-78. https://doi.org/10.24235/sc.educatia.v7i1.2481
Onder, F., Senyigit, S., & Silay, I. (2017). The effect of misconceptions on pre-service teacher's ability to constructing simple electric circuits. Europan Journal of Physics Education, 8(1), 1309-7202.
Samsudin, A., Azura, Kaniawati, I., Suhandi, A., Fratiwi, N. J., Supriyatman, Wibowo, F. C., Malik, A., & Coştu, B. (2019). Unveiling students' misconceptions through computer simulation-based PDEODE learning strategy on dynamic electricity. Journal of Physics Conference Series, 1280(4), 1-10. https://doi.org/10.1088/1742-6596/1280/5/052050
Suprapto, N. (2020). Do we experience misconceptions?: An ontological review of misconceptions in science. Studies in Philosophy of Science and Education, 1(2), 50-55. https://doi.org/10.46627/sipose.v1i2.24
Suryadi, A., Kusairi, S., & Husna, D. A. (2020). Comparative study of secondary school students' and pre-service teachers' misconception about simple electric circuit. Jurnal Pendidikan Fisika Indonesia, 16(2), 111-121. https://doi.org/10.15294/jpfi.v16i2.21909
Urban, H. (2017). Sequential reasoning in electricity: Developing and using a three-tier multiple choice test. Scientia in Educatione, 8(1), 285-292. https://doi.org/10.14712/18047106.755.
Widiarini, P. (2020). Profil miskonsepsi mahasiswa calon guru fisika pada konsep gaya. Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya, 14(1), 203-214. https://doi.org/10.23887/wms.v14i1.24265
Widodo, W., Rosdiana, L., Fauziah, A.M., & Suryanti. (2018). Revealing student's multiple-misconception on electric circuit. Journal of Physics: Conferences Series, 1108(1), 1-11. https://doi.org/10.1088/1742-6596/1108/1/012088
Yunita. (2017). Identifikasi miskonsepsi mahasiswa calon guru fisika pada pokok bahasan rangkaian listrik melalui certainly of response index. Prosiding Seminar Nasional Pascasarjana (SNP) Unsyiah, 2017(1), 94-102.
Zulvita, R., Halim, A., & Elisa. (2017). Identifikasi dan remediasi miskonsepsi konsep hukum newton dengan menggunakan metode eksperimen di MAN Darussalam. JIMPF: Jurnal Ilmiah Mahasiwa Pendidikan Fisika, 2(1), 128-134.
Copyright (c) 2021 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 459 times
PDF downloaded = 354 times
Similarity Check downloaded = 34 times
