Analysis of Students' Misconceptions Regarding Plant Parts in Elementary School
Analisis Miskonsepsi Siswa pada Materi Bagian Tubuh Tumbuhan di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.11042Keywords:
Misconceptions, Elementary School Students, parts of the bodyAbstract
This study aims to analiyze analyze students’ misconceptions regarding plant parts in elementary school, identify the types of misconceptions, and determine their underlying causes. The study employed a descriptive qualitative approach with 17 fourth-grade students from SDIT Santri Mulia as participants. The instrument used was a 10-item two-tier diagnostic test to assess students’ conceptual understanding and reasoning. The results of the study indicate that the level of students’ misconceptions is relatively high, with a percentage of 50,39%, compared to 42,25% who demonstrated conceptual understanding and 9,41% who did not. The highest levels of misconceptions were found in the understanding of root functions, leaf structure, and fruit functions. Factors contributing to these misconceptions include students’ preconceptions, suboptimal teaching methods, and limited teaching materials. Therefore, more interactive learning strategies, the use of concrete media, and early detection of misconceptions are needed to improve students’ conceptual understanding in accordance with scientific concepts.
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