Open AccessIdentification of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method
Author(s) -
Amelia Gusmalini,
Sri Wulandari,
Zulfarina
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 - 10.1088/1742-6596/1655/1/012053
Subject(s) - psychology , likert scale , context (archaeology) , mathematics education , certainty , test (biology) , scope (computer science) , medical education , medicine , mathematics , developmental psychology , computer science , biology , paleontology , geometry , programming language
This study aimed to identify students’ misconceptions and causes of students’ misconceptions on genetics concepts with Certainty Response Index (CRI). This research was conducted at Sains Tahfizh Islamic Center Senior High School in Siak with a sample is students’ of grade XII science program. Students’ misconceptions were identified by using 20 items multiple choices accompanied by CRI sheets with four scales of beliefs, which are very sure, sure, not sure, and very unsure. The causes of students’ misconception were identified using a students’ response questionnaire with three indicators of misconceptions causes, namely context, students’, and teachers. The data of students’ questionnaire were analyzed using a Likert-4 scale. The result showed 42.1% of students’ experienced misconceptions, 37.8% of students’ know the concepts, and 22.4% of students’ did not know the concepts. The cause of misconceptions in this research is in term of the genetic concept itself. This is evidenced by the result of students’ responses questionnaire analysis which showed an average of 79.6% students’ agreed that the scope of the context of genetics concepts is very broad and has difficult terms, so that it triggers students misconceptions.