Physics Teacher's Misconceptions About Direct Current Material

IJORER : International Journal of Recent Educational Research

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Title Physics Teacher's Misconceptions About Direct Current Material
Creator Afifah Yuliani Adhim
Budi Jatmiko
Tjipto Prastowo
Subject misconception
direct current
three-tier test
Description The teacher's conception is one of the misconceptions that students encounter, so it is critical to uncover the status of the teacher's conception in order to improve the students' conception. The purpose of this study is to identify physic’s teachers misconceptions about direct current material. There were 16 Physics Teachers in one of the districts in East Java, including 7 (seven) teachers from the Public High School (Negeri) and 9 (nine) teachers from private schools (Swasta). This research is a quantitative descriptive analysis research. A three-tier diagnostic test was used to analyze the data, which revealed that the average percentage of misconceptions faced by teachers was 58% in a medium category. The results also showed that physics teachers had the highest rate of misconceptions in the Potential Difference sub-concepts (94%), while the Series Circuit concept had the lowest proportion of misconceptions (25,50%). misconceptions experienced by physics teachers must be addressed immediately, because it will have an impact on students' conceptions. The results of this study are very important for policy makers, especially the Education Office to find solutions in breaking the chain of physics misconceptions
Publisher Faculty of Teacher Training and Education Muhammadiyah University of Makassar
Date 2021-11-30
Type info:eu-repo/semantics/article
Format application/pdf
Source IJORER : International Journal of Recent Educational Research; Vol. 2 No. 6 (2021): November; 664-670
Language eng
Rights Copyright (c) 2021 IJORER : International Journal of Recent Educational Research

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