Analisis Miskonsepsi Siswa pada Materi SPLDV berdasarkan Four-Tier Diagnostic Test dengan Certainty of Response Index
DOI:
https://doi.org/10.28918/circle.v6i1.2608Abstract
This study aims to identify the types of misconceptions experienced by students and their causes in SPLDV material using the Four-Tier Diagnostic Test method with Certainty of Response Index (CRI). This study uses a descriptive method with a qualitative approach. The research subjects consisted of 64 eighth-grade students of SMP N 3 Pekalongan, with 5 of them selected as respondents for interviews. Data collection techniques used include tests and interviews. Data analysis was carried out using the Miles, Huberman, and Saldana analysis techniques, which include three main stages, namely data collection, data condensation, data presentation, and drawing conclusions. The results of this study analysis show the types of misconceptions experienced by students in SPLDV material with the four-tier diagnostic test, namely: theoretical misconceptions as much as 45.3%, correlational misconceptions as much as 31.3%, calculation and systematic misconceptions as much as 40.6%, systematic, basic, and calculation misconceptions as much as 34.4%, basic misconceptions and errors in language interpretation as much as 31.3%. The reasons why students experience misconceptions include a lack of understanding because it only comes from books, personal reasoning, limited understanding of teacher explanations and factors such as forgetfulness and lack of thoroughness in working also contribute to the occurrence of misconceptions.
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