Open AccessIdentification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test
Author(s) -
Kharisma Fenditasari,
Jumadi Jumadi,
Edi Istiyono,
Hendra Hendra
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1470/1/012055
Subject(s) - mathematics education , test (biology) , descriptive statistics , sample (material) , science education , conceptual change , data collection , psychology , medical education , physics , medicine , mathematics , statistics , paleontology , biology , thermodynamics
This study aims to identify misconception among physics education students in Yogyakarta on heat and temperature topic of physics education. This study uses descriptive study in terms of scanning model. The sample consist of 39 students majoring physics education in Yogyakarta. Data collection uses four tier diagnostic test. This study not only intends to diagnose students’ misconceptions in depth analyis in five categories, but also diagnoses students’ conceptual understanding from each subaspect. The descriptive analysis findings of this study state that the four tier diagnostic test instrument classifies students in five categories as the data analysis outcome about heat and temperature. They are scientific conceptual, lack of knowledge, misconception, false positive and false negative. The conceptual understanding of physics education students in Yogyakarta on heat and temperature topic varies greatly. Based on the results, the percentage of physics education students’ misconceptions in Yogyakarta varies on each subtopic misconception. The biggest misconception occurs in subtopic “thermal equilibrium only occurs if both systems contact directly” reached 61.5%. This shows that the student’s misconception is in high category and need special attention for educators to carry remediation out. Moreover, biggest misconception subtopic is needed more detailed explanations. In addition, this finding is expected to used as one of lecturers’ or teachers’ references to take consideration on the subtopic of heat and temperature which have many potential for misconception. Therefore, the teachers are able to implement the effective teaching strategy to overcome their students’ misconceptions on heat and temperature.