The Science Literacy Profile Based on Madrasah Students’ Misconceptions on Science Concepts
- https://doi.org/10.2991/assehr.k.220104.017How to use a DOI?
- Misconception; Three-tier diagnostic test; Physics; Science literacy
Students’ misconceptions on physics lessons are believed to disrupt the development of understanding of other concepts because one concept with another in physics interconnected significantly. Therefore, misconceptions need to be diagnosed or analyzed and remediated. The purpose of this study is analysis the profile of Madrasah Aliyah students’ misconceptions about basic electrical concepts. This study is qualitative descriptive. The subject of the study were twelfth grade students of Madrasah Aliyah (Public Islamic Senior High School) Sidoarjo of the Science Program. The three-tier diagnostic test was used as an instrument to analyze of students’ misconception. The results showed that out of 100%, there were 57.65% of students experienced misconceptions, 18.82%, did not understand the concept, and 22.35% understood the concept correctly. Students’ misconceptions on physics material happened within the concept of highest electricity with the percentage of 76.47% as well as in the concept of electrical resistance and the lowest misconception, namely the concept of the interaction of electric charges, happened to reach the percentage of 35.29%. Misconceptions among students need to be addressed with learning involving students to find their concepts through scientific or inquiry activities. This study can be continued by reducing student misconceptions through implementing the appropriate models, media, and strategies to improve conceptual understanding.
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Cite this article
TY - CONF AU - Hasan N. Hidaayatullaah PY - 2022 DA - 2022/01/13 TI - The Science Literacy Profile Based on Madrasah Students’ Misconceptions on Science Concepts BT - Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) PB - Atlantis Press SP - 111 EP - 116 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220104.017 DO - https://doi.org/10.2991/assehr.k.220104.017 ID - Hidaayatullaah2022 ER -