Analysis of students' misconceptions using three-level cognitive diagnostic assessment on the concept of vibration and waves
DOI:
https://doi.org/10.20961/kzwqvb53Keywords:
Misconception, Vibration and Waves, Three tier diagnostic assesmentAbstract
This research aims to: (1) determine the level of students' misconceptions in science learning using a three-level cognitive diagnostic assessment on the concept of vibrations and waves, (2) determine the profile of students' misconceptions in science learning based on a three-level cognitive diagnostic assessment on the concepts of vibrations and waves. The sampling technique in this study uses the Random Sampling technique. This study uses a quantitative approach with a descriptive type of research and belongs to the category of non-experimental research. Data collection techniques used multilevel multiple choice questions and interviews. Data analysis using descriptive statistical analysis techniques. The results of the research showed that the level of misconceptions experienced by students at SMPN 11 Surakarta and SMPN 27 Surakarta regarding the concept of vibrations and waves using a three-level cognitive diagnostic assessment was divided into three categories, including students with false positive conditions of (18.8%) who were included in the category low, false negatives were (14.4%) which were included in the low category, and pure misconceptions were (39.2%) which were included in the low category. The profile of misconceptions experienced by students in each sub-concept of vibration and waves includes students' misperceptions of physical phenomena, errors in connecting between concept attributes, errors in analyzing object motion, errors in understanding the meaning of concept attributes, errors in analyzing the wave propagation process, and wave propagation medium. This study is expected to be an evaluation of learning for science teachers so that they can create meaningful learning for students.
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