Diagnosis of Students' Conception on Light and Optic Topics with Four-Tier Test

Rossy Andini Herindra Putri, - (2021) Diagnosis of Students' Conception on Light and Optic Topics with Four-Tier Test. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Konsepsi siswa adalah cara siswa untuk memahami fenoma di sekitarnya. Mendiagnosa konsepsi siswa sangat penting untuk melakukan pembelajaran yang lebih fokus serta mencegah dan mengurangi miskonsepsi siswa. Tes pilihan ganda empat tingkat (four-tier test) lebih kuat dan lebih sensitif untuk mendiagnosa konsepsi siswa dibandingkan dengan jenis tes lainnya. Cahaya dan optik adalah salah satu materi penting dan terdapat miskonsepsi yang terdeteksi berulang. Karenanya, konsepsi siswa dalam bab cahaya dan optik akan didiagnosa menggunakan soal pilihan ganda empat tingkat. Instrument dibuat dari daftar indikator dan disebar secara online kepada 817 siswa kelas 8. Konsepsi siswa dikelompokkan menjadi pengetahuan saintifik, positif palsu, negatif palsu, miskonsepsi, dan kurang pengetahuan (scientific knowledge, false positive, false negative, misconception, and lack of knowledge). Data analisis dilakukan melalui excel untuk memeroleh frekuensi dan persentase. Tes Mann-Whitney U juga dilakukan untuk melihat perbedaan antara siswa yang sudah menerima materi dan siswa yang belum menerima materi. Hasil penelitian menunjukan bahwa miskonsepsi siswa lebih tinggi dari pemahamannya, siswa memeroleh skor tertinggi dalam pembentukan bayangan pada cermin, siswa meraih skor terendah pada alat-alat optik, dan tidak ada perbedaan signifikan antara siswa yang sudah menerima materi dan yang belum. Hal tersebut diakibatkan oleh miskonsepsi yang tidak dibahas dikelas, pembelajaran online dan ketidakfamiliaran siswa. Oleh karenna itu guru dalam pembelajran guru harus membahas miskonsepsi, melakukan pembelajaran aktif, dan mengaitkan materi dengan kehidupan sehari-hari. Students’ conception is defined as the way students making sense of a range of natural phenomena. Identifying students’ conception is very essential because it leads to more focused teaching and enables teachers to prevent and eliminates misconceptions. The four-tier test is chosen because it is a stronger and more sensitive diagnostic test. Light and optic topics are chosen because it is an essential topic at school and there are repetitive misconceptions in these topics. Therefore, students’ conception on light and optic topics is diagnosed with the four-tier test in this research. The instruments were constructed from a list of indicators. The questions were administered online to 817 8th-grade students. Students’ conception is categorized into five which are scientific knowledge, false positive, false negative, misconception, and lack of knowledge. Frequencies and percentage are calculated with excel program and the data is further analyzed with Mann-Whitney U test to see if there is any significant difference between students who have learnt the topics and who have not. The result shows that that in general, students have more misconception than scientific knowledge, students did best in the formation of image on mirrors, students did worst in the optical instruments, and there is no significant difference between students who have learnt the topics and who have not. The causes are unconfronted misconceptions, online learning, and unfamiliarity. This indicates that teachers have to address common misconceptions in class, facilitating conceptual change by hands-on activities, and relate the concept with students’ daily life.

Item Type:	Thesis (S1)
Uncontrolled Keywords:	Students’ conception, Four-Tier Test, Light and Optic, Misconception
Subjects:	L Education > L Education (General) Q Science > Q Science (General)
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > International Program on Science Education
Depositing User:	Rossy Andini Herindra Putri
Date Deposited:	02 Sep 2021 08:07
Last Modified:	02 Sep 2021 08:07
URI:	http://repository.upi.edu/id/eprint/65492

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