PENERAPAN ANALISIS MISKONSEPSI SISWA KELAS 4 PADA MATERI GAYA & GERAK MELALUI PENDEKATAN TWO TIER TEST

Hamna Hamna, Muh. Khaerul Ummah BK, Miranti Miranti, Muliyani Muliyani, Dina Aulia

Abstract


Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa Sekolah Dasar pada materi gaya dan gerak menggunakan instrumen two-tier test. Two-tier test digunakan untuk mengidentifikasi miskonsepsi siswa secara lebih mendalam dengan mengungkap alasan di balik jawaban mereka. Two Tier Test terdiri dari dua bagian, pilihan ganda untuk menguji pemahaman konsep dan pertanyaan alasan untuk menggali cara berpikir siswa. Penelitian ini melibatkan 11 siswa kelas 5 di MI DDI Teluk Bone. Hasil penelitian menunjukkan bahwa sebanyak 48% siswa mengalami miskonsepsi pada beberapa subkonsep, terutama pada materi gaya dan hubungan antara gaya dan gerakan benda. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menegaskan pentingnya penggunaan instrumen diagnostik dua tingkat dalam pembelajaran IPA untuk mengungkap miskonsepsi secara lebih akurat dan mendalam. Hasil ini dapat menjadi dasar dalam penyusunan strategi pembelajaran remediatif berbasis konflik kognitif. Implikasi dari temuan ini adalah perlunya strategi pembelajaran yang lebih efektif untuk mengatasi miskonsepsi siswa dan meningkatkan pemahaman konsep gaya dan gerak di tingkat SD.

Keywords


Miskonsepsi;gaya dan gerak; two tier test; SD

References


Amelia, F. R., & Ramadhani, A. (2025). Elementary school students' conceptions of force and motion: A case study in several elementary schools in Medan. Indonesian Journal of Educational Research, 4(2), 1156–1161. https://jpion.org/index.php/jpi1156Journal website: https://jpion.org/index.php/jpi

A rruum, N. L., & Desstya, A. (2024). Identification of student misconceptions on force and motion using the certainty of response index (CRI) in elementary schools. Cetta: Journal of Educational Sciences, 7(2), 34–48. https://doi.org/10.37329/cetta.v7i2.3193

Dias, N., Dewi, L., Darmayanti, V., & Nurdianasari, N. (2024). Analysis of frictional force misconceptions in the BSE textbook for grade 4 elementary schools using the independent curriculum. Basicedu Journal, 8(1), 729–738. https://doi.org/https://doi.org/10.31004/basicedu.v8i1.7157 ISSN

Handjoko Permana, Supriyati, Y., Muliyati, D., Sekartaji, A. A. D., Morales, M. P. E., & Ambarwulan, D. (2023). Development of a Two-Tier Diagnostic Test for the Analysis of Momentum and Impulse Learning Difficulties in Students. Journal of Physics Education Research & Development, 9(2), 237–244. https://doi.org/10.21009/1.09206

Julianda, R., Saminan, & Halim, A. (2022). Analysis of Student Misconceptions Using the Two-Tier Diagnostic Test on Straight-Line Motion at SMA Negeri 3 Banda Aceh. Journal of Technology and Literacy in Education, 1(1), 14–20. https://media.neliti.com/media/publications/407934-analisis-miskonsepsi-siswa-dengan-two-ti-1541b0f6.pdf

Kasanah, N., & Setiyawati, E. (2024). Student Misconceptions in Solving Science Problems Using the Certainty of Response Index at a Public Elementary School. Journal of Elementary School Teacher Education, 1(4), 1–14. https://doi.org/10.47134/pgsd.v1i4.712

Lengkong, M., Istiyono, E., Rampean, B. A. O., Tumanggor, A. M. R., & Nirmala, M. F. T. (2021). Development of Two-Tier Test Instruments to Detect Student’s Physics Misconceptions. Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528(ICRIEMS 2020), 561–566. https://doi.org/10.2991/assehr.k.210305.082

Mariyadi, M., & W. A. I. R. (2023). Analysis of Misconceptions of Sixth Grade Elementary School Students in Science Learning on Gravitational Force. LENSA (Lentera Sains): Journal of Science Education, 13(1), 77–85. https://doi.org/10.24929/lensa.v13i1.225

Maryani, W. I., & Atmojo, I. R. W. (2024). Misconceptions of science learning on force and motion materials for elementary school. Scientific Journal of Basic Education, 11(2), 219. https://doi.org/10.30659/pendas.11.2.219-231

Mursalin, M., Samatowa, L., Mohamad, W. M., & Rahman, I. (2025). Using Two-Tier diagnostic Test to identify students' misconceptions about temperature. Proceedings of the 2nd International Conference on Sciences, Mathematics, and Education, 2023(Icosmed 2023), 364–372. https://doi.org/10.2991/978-2-38476-410-5_37

Mutmainna, Istiyono, E., Haryanto, Retnawati, & Setiawan, C. (2025). Physics Teachers’ Perceptions about Diagnostic Assessment of Students’ Physics Misconceptions: A Phenomenological Study. 1–30.

Nasution, R. H., Wijaya, T. T., Adi Putra, M. J., & Hermita, N. (2021). Analysis of elementary school students' misconceptions on force and motion. Journal of Natural Science and Integration, 4(1), 11. https://doi.org/10.24014/jnsi.v4i1.10851

Ningroom, R. A. A., Yamtinah, S., & Riyadi. (2025). A two-tier multiple-choice diagnostic test to find student misconceptions about the change of matter. Journal of Education and Learning, 19(2), 1144–1156. https://doi.org/10.11591/edulearn.v19i2.21478

Nurdiyanti, N., Supahar, S., Ulfa, S. M., & Rudin, I. (2025). Diagnostic test research trends in science education: A systematic review. International Journal of Multicultural and Multireligious Understanding, 12(5), 225–239. https://doi.org/10.18415/ijmmu.v12i5.6679

Putri, A. D., & Kurniawati, W. (2025). Misconception analysis using a two-tier diagnostic test on plant material for fourth-grade elementary school students. Borobudur Educational Review, 5(1), 47–56. https://doi.org/10.31603/bedr.13318

Putri, A. N., Ratno, S., Sipayung, C., Rahmadani, H., Adlin, J. K., Lutfiah, Nita, N., & Amelia, R. (2025). Analysis of misconceptions in science learning on sound waves among sixth-grade students at SD Negeri 060884 Medan. JICN: Jurnal Intelek dan Cendikiawan Nusantara, 2(2), 872–879. https://jicnusantara.com/index.php/jicn

Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A Review of Misconceptions in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403–427. https://doi.org/10.36681/tused.2022.128

Rochmatun, & Ngazizah, N. (2024). Misconceptions in Science Learning on Force in Grade IV. Journal of Elementary Education, 5(2), 70–75. Rochmatun, & Ngazizah, N. (2024). Misconceptions in Science Learning on Force in Grade IV. Journal of Elementary Education, 5(2), 70–75.

Sadevi, R. A., & Sayekti, I. C. (2023). Identification of Science Misconceptions Using Two-Tier Multiple Choice for Elementary School Grade IV Students. Elementary Education Profession, 10(1), 24–37. https://doi.org/10.23917/ppd.v10i1.4063

Sari, A. S. D., Nikma, N., & Kamilah, S. (2022). Analysis of student misconception testing with Two-Tier Multiple Choice using a Hybrid Learning system during the pandemic. Journal of Education and Development, 10(3), 138–142. http://journal.ipts.ac.id/index.php/ED/article/download/3845/2567

Segara, A. B., & Setyaningrum, V. (2024). Uncovering the mystery of understanding the circulatory system: The power of the Two-Tier Test to detect misconceptions at MIN Sekota Pontianak. PENDIPA Journal of Science Education, 8(1), 41–49. https://doi.org/10.33369/pendipa.8.1.41-49

Sitinjak, E. K., Marbun, J., Lumbangaol, S. T. P., & Panigrahi, R. R. (2023). Identification of students' physics misconceptions using the Two Tier Diagnostic Test. Dharmas Education Journal (DE_Journal), 4(2), 581–587. https://doi.org/10.56667/dejournal.v4i2.1092

Suhandi, A., Samsudin, A., Fratiwi, N. J., Nurdini, N., Feranie, S., Purwanto, M. G., Linuwih, S., & Coştu, B. (2025). Altering misconceptions: how e-rebuttal texts on Newton's laws reconstruct students' mental models. Frontiers in Education, 10(April), 1–15. https://doi.org/10.3389/feduc.2025.1472385

Tasci, G. (2024). Development of a Two-Tier diagnostic test to assess misconceptions about Biology concepts at primary school. Science Insights Education Frontiers, 25(2), 4099–4122. https://doi.org/10.15354/sief.24.or652

Wancham, K., Tangdhanakanond, K., & Kanjanawasee, S. (2023a). Development of the automatic item generation system for the diagnosis of misconceptions about force and laws of motion. Eurasian Journal of Mathematics, Science and Technology Education, 19(6). https://doi.org/10.29333/ejmste/13251

Wancham, K., Tangdhanakanond, K., & Kanjanawasee, S. (2023b). Sex and grade issues in influencing misconceptions about force and laws of motion: An application of cognitively diagnostic assessment. International Journal of Instruction, 16(2), 437–456. https://doi.org/10.29333/iji.2023.16224a

Wells, J., Henderson, R., Traxler, A., Miller, P., & Stewart, J. (2020). Exploring the structure of misconceptions in the force and motion conceptual evaluation with modified module analysis. Physical Review Physics Education Research, 16(1), 10121. https://doi.org/10.1103/PHYSREVPHYSEDUCRES.16.010121

Yang, L., Huang, L., Wu, X., Xiong, J., Bao, L., & Xiao, Y. (2024). Assessment of preservice physics teachers’ knowledge of student understanding of force and motion. Physical Review Physics Education Research, 20(1), 10148. https://doi.org/10.1103/PhysRevPhysEducRes.20.010148

Zakiah, S., & Tatang, D. H. (2019). The Importance of Conceptual Understanding to Overcome Misconceptions in Science Learning Materials in Elementary Schools. Journal of Education, Garut University, 13(01), 130–136. https://files.core.ac.uk/download/pdf/322600564.pdf

Zulfianto, M. R., & Abduh, M. (2023). How do science content misconceptions occur in primary school teachers with teaching certificates? Mimbar Sekolah Dasar, 10(3), 595–613. https://doi.org/10.53400/mimbar-sd.v10i3.62887




DOI: https://doi.org/10.29100/eduproxima.v8i3.9632

Refbacks

  • There are currently no refbacks.