Penerapan Instrumen Three-Tier Test untuk Mengidentifikasi Miskonsepsi Siswa SMA pada Materi Keseimbangan Benda Tagar

Budi Astuti*  -  Universitas Negeri Semarang, Indonesia
Aufa Maulida Fitrianingrum  -  Universitas Negeri Semarang, Indonesia
Sarwi Sarwi  -  Universitas Negeri Semarang, Indonesia

(*) Corresponding Author
DOI: 10.21580/phen.2017.7.2.1118

The purpose of this research was to identify and analyze the students’misconceptions of

rigid body equilibrium concept. This research was included inertia moment, torque, and

centre of gravity concept. This reseacrh used qualitative method. There were 35 students as

sample chosen by purposive sampling technique. The research data was obtained by

diagnostic test used three-tier test. Based on the qualitative analysis result to the students’

answers could be conclude that there were misconceptions. The high misconceptions were

happenned in moment inertia concept and cognitive domain “remember”.

Keywords: Three-Tier Test; Misconseptions; Rigid Body Equilibrum

  1. Caleon, I. dan R. Subramaniam. (2010). Development and Application of a Three-Tier
  2. Diagnostic Test to Assess Secondary Students’ Understanding of Waves. International
  3. Journal of Science Education, 32 (7): 939 – 961.
  4. Eryilmaz, A. (2010). Development and application of three-tier heat and temperature test:
  5. Sample of bachelor and graduate students. Eurasian Journal of Educational Research,
  6. : 53-76.
  7. Gurel, D. K., A. Eryilmaz, dan L. C. McDermott. (2015). A Review and Comparison of
  8. Diagnostic Instruments to Identify Students’ Misconception in Science. Eurasia
  9. Journal of Mathematics, Science, & Technology Education, 11 (5): 989-1008.
  10. Halim, L., T. K. Yong, dan T. S. M. Meerah. (2014). Overcoming Students’ Misconceptions
  11. on Force in Equilibrium: An Action Reseacrh Study. Creative Education, 5, 1032-1042.
  12. Kaltakci, D. dan D. Didis. (2007). Identification of pre-service physics teachers’
  13. misconceptions on gravity concept: A study with a 3-tier misconception test.
  14. Proceedings of the American Institute of Physics, USA, 899: 499-500.
  15. Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy An Overview. Theory of into
  16. Practice, 41 (4): 212-264.
  17. Kucuk, M., S. Cepni, dan M. Gokdere. (2005). Turkish Primary Schools Students’
  18. Alternative Conception about Work, Power and Energy. Journal of Physics Teacher
  19. Education Online, 3(2): 22-28. Online. Tersedia di http://jpteo.com [diakses 30-09-
  20. .
  21. Pesman, H. dan A. Eryilmaz. (2010). Development of a Three-Tier Test to Asses
  22. Misconception About Simple Electric Circuit. The Journal of Education Research, 103:
  23. -222.
  24. Sanjaya, W. (2008). Perencanaan dan Desain Sistem Pembelajaran. Jakarta: Kencana.
  25. Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Penerbit
  26. Alfabeta.
  27. Syahrul, D. A. dan W. Setyarsih. (2015). Identifikasi Miskonsepsi dan Penyebab Miskonsepsi
  28. Siswa dengan Three-Tier Diagnostic Test pada Materi Dinamika Rotasi. Jurnal Inovasi
  29. Pendidikan Fisika, 4 (3): 67-70.
  30. Tayubi, Y. R. (2005). Identifikasi Miskonsepsi pada Konsep-Konsep Fisika Menggunakan
  31. Certainty of Response Index (CRI). Mimbar Pendidikan No 3/X/XIV/2005. Bandung:
  32. Universitas Pendidikan Indonesia.
  33. Berg, V. B. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: UKSW.

Open Access Copyright (c) 2018 Phenomenon : Jurnal Pendidikan MIPA
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Phenomenon: Jurnal Pendidikan MIPA
Published by Faculty of Science and Technology UIN Walisongo Semarang
Jl Prof. Dr. Hamka Kampus III Ngaliyan Semarang 50185
Phone: +62 815-7502-8676
Website: https://fst.walisongo.ac.id/
Email: phenomenon@walisongo.ac.id


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

apps