Identifikasi Kemampuan Pemahaman Konsep Siswa SMA Negeri 1 Bati-Bati menggunakan Metode Certainty of Response Index pada Materi Gaya
DOI:
https://doi.org/10.36312/jar.v2i1.1032Keywords:
Pemahaman konsep, Certainty of Response Index, Miskonsepsi, Conceptual understanding, Force, Certainty of Response Index (CRI), Misconceptions, Newton's LawsAbstract
Penelitian ini bertujuan untuk mengidentifikasi pemahaman konsep gaya di kalangan siswa SMA Negeri 1 Bati-Bati menggunakan metode Certainty of Response Index (CRI). Penelitian ini menggunakan pendekatan survei deskriptif kuantitatif, yang dilaksanakan dari Desember 2020 hingga Juni 2021, melibatkan 65 siswa kelas XI IPA yang dipilih secara acak. Instrumen penelitian terdiri dari 20 soal yang diadaptasi dari Force Concept Inventory, mencakup topik-topik seperti identifikasi gaya, kinematika, serta Hukum I, II, dan III Newton. Hasil penelitian mengungkapkan tingkat miskonsepsi yang signifikan di antara siswa, terutama dalam memahami Hukum III Newton, di mana tingkat miskonsepsi mencapai 91%. Secara keseluruhan, 86,75% siswa menunjukkan adanya miskonsepsi, sementara hanya 3,65% yang menunjukkan pemahaman konsep yang benar. Metode CRI terbukti efektif dalam membedakan antara siswa yang menebak jawaban dan yang yakin dengan pengetahuannya. Penelitian ini menekankan pentingnya intervensi yang tepat dan strategi pengajaran yang efektif untuk mengatasi miskonsepsi ini. Keterbatasan penelitian ini termasuk ukuran sampel yang terbatas pada satu sekolah, yang dapat mempengaruhi generalisasi hasil. Selain itu, penelitian ini tidak melibatkan intervensi untuk memperbaiki miskonsepsi yang teridentifikasi. Penelitian masa depan sebaiknya memperluas ukuran sampel, menyesuaikan instrumen dengan konteks pendidikan lokal, dan memasukkan intervensi eksperimental untuk meningkatkan pemahaman konsep. Temuan ini berkontribusi signifikan pada pengembangan pendidikan fisika, menyediakan dasar untuk memperbaiki metode pengajaran dan mengatasi miskonsepsi siswa.
Assessment of Conceptual Understanding Capabilities of High School Students at SMA Negeri 1 Bati-Bati Using the Certainty of Response Index Method in the Context of Force
Abstract
This study aimed to identify the conceptual understanding of force among students at SMA Negeri 1 Bati-Bati using the Certainty of Response Index (CRI) method. The research employs a descriptive quantitative survey approach, conducted from December 2020 to June 2021, involving 65 randomly selected students from the 11th-grade science program. The research instrument consists of 20 questions adapted from the Force Concept Inventory, covering topics such as force identification, kinematics, and Newton's First, Second, and Third Laws. The findings reveal a significant level of misconceptions among students, particularly in understanding Newton's Third Law, where the misconception rate reached 91%. Overall, 86.75% of students demonstrated misconceptions, while only 3.65% showed correct understanding. The CRI method proved effective in distinguishing between students who guessed the answers and those who were confident in their knowledge. This study underscores the importance of targeted interventions and effective teaching strategies to address these misconceptions. Limitations of this research include the sample size being limited to one school, potentially affecting the generalizability of the results. Additionally, the study did not involve intervention to correct identified misconceptions. Future research should expand the sample size, adapt the instrument to the local educational context, and include experimental interventions to improve conceptual understanding. The findings contribute significantly to the development of physics education, providing a foundation for improving teaching methods and addressing student misconceptions.
Downloads
References
Achor, E. E., Ellah, B. O., & Omaga, J. O. (2022). Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics. Jurnal VARIDIKA, 1(1), 42–52. https://doi.org/10.23917/varidika.v1i1.17660
Addido, J., Burrows, A. C., & Slater, T. F. (2022). Addressing pre-service teachers’ misconceptions and promoting conceptual understanding through the conceptual change model. Problems of Education in the 21st Century, 80(4), 499–515. https://doi.org/10.33225/pec/22.80.499
Alatas, F., Ilhamiah, S., & Suryadi, A. (2021). Identification Of Students’ Misconceptions Using Isomorphic Test: The Case Of Newton’s Law Of Motion. EDUSAINS, 13(2), 174–184. https://doi.org/10.15408/es.v13i2.23967
Al-Rsa’i, M. S., Khoshman, J. M., & Tayeh, K. A. (2020). Jordanian Pre-Service Physics Teacher’s Misconceptions about Force and Motion. Journal of Turkish Science Education, 17(4), Article 4.
Angjelina, G., Hidayat, E., & Muslim, S. R. (2021). Analysis of Student Misconceptions in Working on Algebraic Form Counting Operations Using Certainty of Response Index. Jurnal Pendidikan MIPA, 22(1), 52–66. https://doi.org/10.23960/jpmipa/v22i1.pp52-66
Ardiyati, T. K., Suparno, S., Eveline, E., & Dasilva, B. E. (2020). Development of Android-Based IPMLM with Scaffolding Learning Approach in Newton’s Law of Motion Material to Increase HOTS. JPI (Jurnal Pendidikan Indonesia), 9(3), 368. https://doi.org/10.23887/jpi-undiksha.v9i3.20896
A??ksoy, G. (2019). Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning. Sustainability, 11(4), 1005. https://doi.org/10.3390/su11041005
Azizah, S. N., Akhsan, H., Muslim, M., & Ariska, M. (2022). Analysis of college students misconceptions in astronomy using four-tier test. Journal of Physics: Conference Series, 2165(1), 012004. https://doi.org/10.1088/1742-6596/2165/1/012004
Chanifah, S., Mulyatun, M., & Lathifa, U. (2019). Investigation Of Preservice Teachers’ Conceptual Understanding In Stoichiometry Using Modified Certainty Of Response Index (CRI). Unnes Science Education Journal, 8(2), Article 2. https://doi.org/10.15294/usej.v8i2.23278
Deanesia, D., Wulandari, S., & Zulfarina, Z. (2021). Analysis of the Misconceptions of Class XII High School Students in Pekanbaru by Using the Certainty of Response Index (CRI). Journal of Educational Sciences, 5(3), Article 3. https://doi.org/10.31258/jes.5.3.p.439-447
Diani, R., Latifah, S., Anggraeni, Y. M., & Fujiani, D. (2018). Physics Learning Based on Virtual Laboratory to Remediate Misconception in Fluid Material. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(2), Article 2. https://doi.org/10.24042/tadris.v3i2.3321
Dirman, H. M., Mufit, F., & Festiyed, F. (2022). Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts. Jurnal Penelitian Pendidikan IPA, 8(1), 1–12. https://doi.org/10.29303/jppipa.v8i1.838
Ergin, S. (2016). The Effect of Group Work on Misconceptions of 9th Grade Students about Newton’s Laws. Journal of Education and Training Studies, 4(6), 127–136. https://doi.org/10.11114/jets.v4i6.1390
Firman, H. F., Ratnasari, J., & Windyariani, S. (2021). Identifikasi Miskonsepsi Peserta Didik Menggunakan Two-Tier Test Berbantuan Certainty Of Response Index. BIODIK, 7(2), Article 2. https://doi.org/10.22437/bio.v7i2.12812
Halim, A., Soewarno, S., Elmi, E., Zainuddin, Z., Huda, I., & Irwandi, I. (2020). The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), Article 2. https://doi.org/10.21009/1.06207
Han, J., Bao, L., Chen, L., Cai, T., Pi, Y., Zhou, S., Tu, Y., & Koenig, K. (2015). Dividing the Force Concept Inventory into two equivalent half-length tests. Physical Review Special Topics - Physics Education Research, 11(1), 010112. https://doi.org/10.1103/PhysRevSTPER.11.010112
Hidaayatullaah, H. N. (2022). The Science Literacy Profile Based on Madrasah Students’ Misconceptions on Science Concepts: International Conference on Madrasah Reform 2021 (ICMR 2021), Surabaya, Indonesia. https://doi.org/10.2991/assehr.k.220104.017
Huda, C., Ma’ani, A. L., & Kaltsum, U. (2022). Analysis of Student Misconceptions Using Digital Four-Tier Diagnostics Test on Newton’s Law. Physics Education Research Journal, 4(1), 17–22. https://doi.org/10.21580/perj.2022.4.1.8631
Järvis, M., Tambovceva, T., & Virovere, A. (2021). Scientific innovations and advanced technologies in higher education. Futurity Education, 1(1), Article 1. https://doi.org/10.57125/FED.2022.10.11.2
Kaniawati, I., Maulidina, W. N., Novia, H., Suyana, I., Samsudin, A., Aminudin, A. H., & Suhendi, E. (2021). Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration. International Journal of Emerging Technologies in Learning (iJET), 16(22), 167–188. https://doi.org/10.3991/ijet.v16i22.25465
Koryahin, V., Mykytyuk, Z., Turchyn, Y., Blavt, O., Prystynskyi, V., & Stadnyk, V. (2021). Integration of Information Systems in the Control of Heart Rate in the Process of Physical Education. Physical Education Theory and Methodology, 21(1), 5–11. https://doi.org/10.17309/tmfv.2021.1.01
Kusumawati, A. E., Anggraini, W., & Setiaji, B. (2022). Analysis of Prospective Physics Teacher’s Misconceptions on Interference Material using Certainty of Response Index (CRI). Jurnal Pendidikan Fisika Dan Teknologi, 8(1), 116–126. https://doi.org/10.29303/jpft.v8i1.3679
Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., & Tsai, C.-C. (2020). High School Students’ Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning. International Journal of Science and Mathematics Education, 18(1), 1–18. https://doi.org/10.1007/s10763-019-09951-w
Marzuki, M., & Diknasari, M. (2022). Misconceptions: An Analysis of Certainty of Response Index (CRI) on Photosynthesis Materials for Junior High School Students. Biosfer: Jurnal Tadris Biologi, 13(1), Article 1. https://doi.org/10.24042/biosfer.v13i1.12480
Menka, C. A., & Atteh, E. (2022). Assessing the Perception of Pre-Service Teachers on Teaching and Learning of Agriculture in Colleges of Education in Ghana. Asian Journal of Advances in Agricultural Research, 35–44. https://doi.org/10.9734/ajaar/2022/v19i130239
Mufit, F., Asrizal, A., Puspitasari, R., & Annisa N, A. (2022). Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics. Jurnal Pendidikan IPA Indonesia, 11(4), 626–639. https://doi.org/10.15294/jpii.v11i4.39333
Mufit, F., & Syamsidar, S. (2022). Development of Four-Tier Multiple Choice Test Instrument to Identify Students’ Concept Understanding of Newton’s Law Material. JIPF (Jurnal Ilmu Pendidikan Fisika), 7(2), 134–144. https://doi.org/10.26737/jipf.v7i2.2369
Nelson, K. G., McKenna, A. F., Brem, S. K., Hilpert, J., Husman, J., & Pettinato, E. (2017). Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations. Journal of Engineering Education, 106(2), 218–244. https://doi.org/10.1002/jee.20163
Rendon, J. D. L., Doloretos, N. L., Capilitan, L. B., Dumaan, D. L., Mamada, M. J. D., & Mercado, J. C. (2022). Alternative Teaching Methods in Electricity and Magnetism. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1600–1606. https://doi.org/10.11594/ijmaber.03.08.23
Sadhu, S., Tima, M. T., Cahyani, V. P., Laka, A. F., Annisa, D., & Fahriyah, A. R. (2017). Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive. International Journal of Science and Applied Science: Conference Series, 1(2), Article 2. https://doi.org/10.20961/ijsascs.v1i2.5126
Sahara, Y., Erniwati, E., & Sahara, L. (2019). Diagnosis Miskonsepsi Terhadap Konsep Hukum Newton dan Penerapannya pada Peserta Didik: Four-Tier Diagnotic Test. Jurnal Penelitian Pendidikan Fisika, 4(1), Article 1.
Sarini, P., & Selamet, K. (2022). MISKONSEPSI SISWA PADA MATERI FLUIDA STATIS DAN MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN SEBAGAI ALTERNATIF MEREMEDIASI MISKONSEPSI. Jurnal IPA Terpadu, 6(1), 109–119. https://doi.org/10.35580/ipaterpadu.v5i2.31289
Saudelli, M. G., Kleiv, R., Davies, J., Jungmark, M., & Mueller, R. (2021). PhET Simulations in Undergraduate Physics: Constructivist Learning Theory in Practice. Brock Education Journal, 31(1). https://doi.org/10.26522/brocked.v31i1.899
Septiyani, E., & Nanto, D. (2021). Four-Tier Diagnostic Test Assisted Website for Identifies Misconceptions Heat and Temperature. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(1), Article 1. https://doi.org/10.21009/1.07104
Setyaningrum, W. (2018). Blended Learning: Does it help students in understanding mathematical concepts? Jurnal Riset Pendidikan Matematika, 5(2), Article 2. https://doi.org/10.21831/jrpm.v5i2.21428
Stavrum, L. R., Bungum, B., & Persson, J. R. (2020). “Never at rest”: Developing a conceptual framework for descriptions of ‘force’ in physics textbooks. Nordic Studies in Science Education, 16(2), 183–198. https://doi.org/10.5617/nordina.7857
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
Terrell, C. R., Ekstrom, T., Nguyen, B., & Nickodem, K. (2021). Aiming for the Bullseye: Targeted activities decrease misconceptions related to enzyme function for undergraduate biochemistry students. Biochemistry and Molecular Biology Education, 49(6), 904–916. https://doi.org/10.1002/bmb.21575
Tumanggor, A. M. R., Supahar, S., Ringo, E. S., & Harliadi, M. D. (2020). Detecting Students’ Misconception in Simple Harmonic Motion Concepts Using Four-Tier Diagnostic Test Instruments. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 21–31. https://doi.org/10.24042/jipfalbiruni.v9i1.4571
Vidak, A., Danani?, V., & Meši?, V. (2020). Learning about wave optics: The effects of combining external visualizations with extreme case reasoning. Revista Mexicana de Física E, 17(2 Jul-Dec), 215–225. https://doi.org/10.31349/RevMexFisE.17.215
Wang, X.-W., Zhang, Y.-C., & Du, Q. (2024). Research into the impact of an imbalanced teaching-academic research evaluation system on the quality of higher education: Based on the mediation effect of the sense of belonging to a university. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1348452
Wartono, W., Batlolona, J. R., & Putirulan, A. (2018). Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics. Journal of Education and Learning (EduLearn), 12(4), Article 4. https://doi.org/10.11591/edulearn.v12i4.10433
Wells, J., Henderson, R., Traxler, A., Miller, P., & Stewart, J. (2020). Exploring the structure of misconceptions in the Force and Motion Conceptual Evaluation with modified module analysis. Physical Review Physics Education Research, 16(1), 010121. https://doi.org/10.1103/PhysRevPhysEducRes.16.010121
Yuberti, Y., Suryani, Y., & Kurniawati, I. (2020). Four-Tier Diagnostic Test with Certainty of Response Index to Identify Misconception in Physics. Indonesian Journal of Science and Mathematics Education, 3(2), Article 2. https://doi.org/10.24042/ijsme.v3i2.6061
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ramona Ariani, Zainuddin Zainuddin, Saiyidah Mahtari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Authentic Research agree to the following terms:
- For all articles published in Journal of Authentic Research, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 this journal.
- 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).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
