Analysis of Student Misconception on Geometry Concepts Using Three-Tier Diagnostic Test

Ratna Istiyani, Arif Muchyidin, Hendri Raharjo

Abstract


Abstract : This study aims to determine (1) the results of students misconception analysis on mathematics subjects on the concept of geometry fields, (2) know the percentage of students who misconception on the concept of geometry using Three-Tier Test. Data collection testicles include interview guides and Three-Tier Test questions. Data analysis was done descriptively quantitative. The results showed that 24.1% of students mastered the concept, while the remaining 6.2% of students guessed or did not believe in the answers, 22.2% of students did not understand the concept and 47.5% of students experienced misconceptions. Students experiencing the lowest misconception on the subconscious solve the problem of triangle proposition and line segment 36,5% and the highest misconception experienced by the student on subconcept describes symmetry and angle 59,5%. While the sequence of the third category of misconception highest to lowest on the concept of Geometry Field that occurred is as follows: pure misconception (22%), false positive (17.9%), and false negative (7.6%).

Keywords: misconception, three-tier test,  false positive, false negative

 

Analisis Miskonsepsi Siswa pada Konsep Geometri Menggunakan Three-Tier Diagnostic Test

Abstrak : Penelitian ini bertujuan untuk mengetahui: (1) hasil analisis miskonsepsi siswa pada mata pelajaran matematika pada konsep geometri bidang,  dan (2) mengetahui besar persentase siswa yang mengalami miskonsepsi pada konsep geometri bidang menggunakan Three-Tier Test. Subjek penelitian adalah siswa SMA MIPA kelas X sejumlah 43 orang. Insrumen pengumpulan data meliputi pedoman wawancara dan soal Three-Tier Test. Analisis data dilakukan dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 24,1% siswa menguasai konsep, sedangkan sisanya 6,2% siswa menebak atau tidak percaya diri atas jawaban, 22,2% siswa tidak paham konsep dan 47,5% siswa mengalami miskonsepsi. Siswa mengalami miskonsepsi terendah pada subkonsep menyelesaikan masalah dalil segitiga dan segmen garis 36,5% dan miskonsepsi tertinggi yang dialami siswa pada subkonsep menjelaskan kesimetrian dan sudut 59,5%. Urutan ketiga kategori miskonsepsi tertinggi hingga terendah pada konsep Geometri Bidang yang terjadi adalah sebagai berikut:miskonsepsi murni (22%), false positive (17,9%), dan false negative  (7,6%).

Kata Kunci : miskonsepsi, three-tier test,  false positive, false negative

Keywords


misconception; three-tier test; false positive; false negative

Full Text:

PDF

References


Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105–120. https://doi.org/10.1002/tea.3660290203.

Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan. Jakarta: PT. Bumi Aksara.

Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain. International Journal of Science Education, 34(11), 1667–1686. https://doi.org/10.1080/09500693.2012.680618.

Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge : A Cognitive View. Dordrecht: Kluwer Academic Publishers.

Cetin Dindar, A., & Geban, O. (2011). Development of a three-tier test to assess high school students’ understanding of acids and bases. Procedia - Social and Behavioral Sciences, 15, 600–604. https://doi.org/10.1016/j.sbspro.2011.03.147.

Dahar, R. wilis. (2011). Teori-teori Belajar dan Pembelajaran. Jakarta: Erlangga.

Eryilmaz, A., & Sürmeli, E. (2002). Uc-Asamah Sorularla Ogrencilerin Isi ve Sicakhk Konulanndaki Kavram Yanilgilannin Olculmesi.

George, D., & Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. Boston: Allyn and Bacon.

Hasan, S., Bagayoko, D., & Kelley, E.L. (1999). Misconceptions and the Certainty of Response Index (CRI). Teaching Physics, 35(5), 294–299. Retrieved from https://www.researchgate.net/profile/Diola_Bagayoko/publication/241530804_Misconceptions_and_the_Certainty_of_Response_Index_CRI/links/53d2e74d0cf220632f3cc30a/Misconceptions-and-the-Certainty-of-Response-Index-CRI.pdf.

Hestenes, D. & Halloun, I. (1995). Interpreting the Force Concept Inventory. The Physics Teacher, 33(8), 502–506. Retrieved from http://www.physics.emory.edu/faculty/weeks/journal/hestenes-tpt95.pdf.

Kaltakci, D., & Didis, N. (2007). Identification of Pre-Service Physics Teachers’ Misconceptions on Gravity Concept: A study with a 3-Tier Misconception Test. In Sixth International Conference on Balkan Physical Union (AIP Conference Proceedings), 899, 499–500. https://doi.org/10.1063/1.2733255.

Karim, A. (2011). Penerapan Metode Penemuan Terbimbing dalam Pembelajaran Matematika untuk Meningkatkan Pemahaman Konsep dan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Seminar Nasional Matematika Dan Terapan. Retrieved from http://s3.amazonaws.com/academia.edu.documents/49219245/37-52-1-PB.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1496731716&Signature=D9dA0F9+U91z5sDzeCRULQ77IXQ=&response-content-disposition=inline; filename=Penerapan_Metode_Penemuan_Terbimbing.

Kaya, O. N. (2008). A Student-centred Approach: Assessing the Changes in Prospective Science Teachers’ Conceptual Understanding by Concept Mapping in a General Chemistry Laboratory. Research in Science Education, 38(1), 91–110. https://doi.org/10.1007/s11165-007-9048-7.

Kirbulut, Z. D. (2014). Using Three-Tier Diagnostic Test to Asse ss Students ’ Misconceptions of States of Matter, 10(5), 509–521. https://doi.org/10.12973/eurasia.2014.1128a.

Krismanto, Al. (2003). Beberapa Teknik, Model, dan Strategi dalam Pembelajaranan Matematika. Yogyakarta: Depdiknas. Retrieved from http://s3.amazonaws.com/academia.edu.documents/39328492/STRATEGIPEMBELAJARANMATEMATIKA.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1495462488&Signature=dej8qcBih%2B5rwPc5uDn66z368Fo%3D&response-content-disposition=inline%3B filename%3DSTRATEGIPEMBEL.

Kurnia, N., & Sharma, S. N. (2013). Matematika SMA Kelas X. Bandung: yudhistira.

Kutluay, Y. (2005). Diagnosis of Eleventh Grade Students’ Misconceptions About Geometric Optic By A Three-Tier Test. Middle East Technical University.

Lestari, E. (2015). Identifikasi Miskonsepsi pada Konsep Virus dengan Menggunakan Three-Tier Test. FITK UIN Jakarta. Retrieved from http://repository.uinjkt.ac.id/dspace/handle/123456789/26752.

Osborne, R. (1980). Some Aspects of The Students’ View of The World. Research in Science Education, 10(1), 11–18. https://doi.org/10.1007/BF02356304.

Pesman, H., & Eryilmaz, A. (2010). Development of a Three-Tier Test to Assess Misconceptions about Simple Electric Ciccuits. The Journal of Educational Research, (November 2016). https://doi.org/10.1080/00220670903383002.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207.

S., S. N. W., Kusairi, S., & Zulaikah, S. (2017). Diagnosis Miskonsepsi Siswa SMA di Kota Malang pada Konsep Suhu dan Kalor Menggunakan Three Tier Test. Jurnal Pendidikan Fisika Dan Teknologi, 2(3), 95–105. Retrieved from http://jurnalfkip.unram.ac.id/index.php/JPFT/article/view/295.

Suparno, P. (2013). Miskonsepsi & Perubahan Konsep Dalam Pendidikan Fisika. Jakarta: PT. Grasindo.

Suwito, A. (2015). Reformasi Pendidikan dalam Memasuki ASEAN Economic community (AEC). In Miskonsepsi dan Kesalahan Konsep Geometri Pada Siswa SMA (p. 8). Jember: FKIP Universitas Jember. Retrieved from http://repository.unej.ac.id/handle/123456789/62858.

Tamir, P. (1971). An Alternative Approach to The Construction of Multiple Choice Test Items. Journal of Biological Education, 5(6), 305–307. https://doi.org/10.1080/00219266.1971.9653728.

Taslidere, E. (2016). Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect. Research in Science & Technological Education, 34(2), 164–186. https://doi.org/10.1080/02635143.2015.1124409.

Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159–169. https://doi.org/10.1080/0950069880100204.

Tunc, T., Kubra Cam, H., & Dokme, I. (2012). A Study on Misconceptions of Senior Class Students in Some Physics Topics and the Effect of the Technique Used in Misconception Studies. Turkish Science Education, 99(33), 137–153. Retrieved from http://www.tused.org/internet/tused/archive/v9/i3/tusedv9i3a9.pdf.




DOI: https://doi.org/10.21831/cp.v37i2.14493

Refbacks

  • There are currently no refbacks.


Printed ISSN (p-ISSN): 0216-1370 
Online ISSN (e-ISSN): 2442-8620
 

Our Journal has been Indexed by:

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
analytics
View Our Stats

Flag Counter