Analysis of Junior High School Students Misconception Levels on Force and Motion Using the Five Tier Diagnostic Test
Analisis Level Miskonsepsi Siswa SMP Materi Gaya dan Gerak dengan Metode Five Tier Diagnostic Test
DOI:
https://doi.org/10.21070/ups.12253Keywords:
Force and Motion, Five-Tier Diagnostic Test, Misconceptions, Conceptual UnderstandingAbstract
Misconceptions regarding force and motion remain a problem in science education because they can hinder students’ understanding. This study aims to analyze the level and sources of students’ misconceptions regarding force and motion using the Five-Tier Diagnostic Test. The study employed a quantitative survey approach. The sample consisted of 126 eighth-grade students at a private junior high school in Sidoarjo, selected randomly. The research instrument was a 20-item Five-Tier Diagnostic Test, analyzed descriptively. The results showed that two items had high-level misconceptions, four moderate, and fourteen low-level. Based on learning indicators, Newton’s First Law had the highest percentage of misconceptions at 44.17%, while Newton’s Third Law had the lowest at 15.07%. Analysis of misconception sources revealed that personal thoughts (MC-PT) were dominant, accounting for 90.05%. These findings indicate that the Five-Tier Diagnostic Test can identify misconception levels and sources, supporting targeted instruction and remediation to improve conceptual understanding.
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