ANALISIS MISKONSEPSI SISWA PADA MATERI MOMENTUM DAN IMPULS MENGGUNAKAN INSTRUMEN FOUR-TIER DIAGNOSTIC TEST BERBASIS MULTIREPRESENTASI

Fadhil Raga Ananda; Maison Maison; Muhammad  Furqon

doi:10.37478/optika.v10i1.7809

Authors

Fadhil Raga Ananda Universitas Jambi
Maison Maison Universitas Jambi
Muhammad Furqon Universitas Jambi

DOI:

https://doi.org/10.37478/optika.v10i1.7809

Abstract

Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa pada materi momentum dan impuls menggunakan instrumen Four-Tier Diagnostic Test berbasis multirepresentasi. Penelitian ini menggunakan metode deskriptif kuantitatif dengan sampel sebanyak 100 siswa kelas X SMA Negeri 3 Kota Jambi yang telah mempelajari materi momentum dan impuls. Instrumen penelitian berupa Four-Tier Diagnostic Test berbasis multirepresentasi yang terdiri atas empat tingkat respons, yaitu jawaban konsep, tingkat keyakinan terhadap jawaban, alasan pemilihan jawaban, dan tingkat keyakinan terhadap alasan. Data dianalisis dengan mengelompokkan respons siswa ke dalam lima kategori konsepsi, yaitu Scientific Conception (SC), Misconception (MSC), Lack of Knowledge (LK), False Positive (FP), dan False Negative (FN). Hasil penelitian menunjukkan bahwa pada representasi makroskopik diperoleh persentase SC sebesar 39%, MSC 30%, LK 21%, FP 6%, dan FN 4%. Sementara itu, pada representasi simbolik diperoleh persentase SC sebesar 28%, MSC 25%, LK 30%, FP 9%, dan FN 8%. Hasil tersebut menunjukkan bahwa siswa lebih mudah memahami konsep melalui fenomena nyata dibandingkan representasi simbolik. Oleh karena itu, penggunaan Four-Tier Diagnostic Test berbasis multirepresentasi dapat mengidentifikasi miskonsepsi siswa secara lebih akurat dan komprehensif.

Downloads

Download data is not yet available.

Keywords:

Miskonsepsi, Momentum Impuls, Four-tier Diagnostic Test, Multirepresentasi

References

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001

Amalia, S. A., Sulisworo, D., Fratiwi, N. J., Novia, H., Samsudin, A., Nasbey, H., Wibowo, F. C., & Sozbilir, M. (2025). INFORMI?: A Rasch-Validated Four-Tier Instrument to Diagnose Students ’ Conceptions of Momentum and Impulse. Journal Of Science Learning, 8(December). https://doi.org/10.17509/jsl.v8i4.87805

Awwalin, U. B., & Nugroho, D. E. (2024). Identifikasi miskonsepsi siswa menggunakan tes diagnostik five-tier pada materi larutan penyangga. Science Education and Development Journal Archives, 2(1), 20–29. https://doi.org/10.59923/sendja.v2i1.79

BSKAP. (2024). Capaian Pembelajaran Fisika SMA/MA Kurikulum Merdeka (Revisi 2024). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Caleon, I. S., & Subramaniam, R. (2010). Do students know What they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40(3), 313–337. https://doi.org/10.1007/s11165-009-9122-4

Citra, C., Distrik, I. W., & Herlina, K. (2020). The Practicality and Effectiveness of Multiple Representations Based Teaching Material to Improve Student’s Self-Efficacy and Ability of Physics Problem Solving. Journal of Physics: Conference Series, 1467(1). https://doi.org/10.1088/1742-6596/1467/1/012029

Fariyani, Q., Rusilowati, A., & Sugianto. (2015). Pengembangan Four-Tier Diagnostic Test Untuk Mengungkap Miskonsepsi Fisika Siswa Sma Kelas X. Journal of Innovative Science Education, 4(2), 41–49.

Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a

Hanifah, L., & Ermawati, F. U. (2019). The Validity and Reliability of Four-Tier Format Misconception Diagnostic Test Instrument for Momentum and Impulse Concepts. Inovasi Pendidikan Fisika, 08(02), 575–578. https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/27566

Istiyono, E., Dwandaru, W. S. B., Fenditasari, K., Ayub, Ma. R. S. S. N., & Saepuzaman, D. (2023). The Development of a Four-Tier Diagnostic Test Based on Modern Test Theory in Physics Education. European Journal of Educational Research, 5(2), 61–72.

Joy, E., She, T., & McCrory, A. (2023). Identify Students’ Conceptual Understanding of Momentum Material. Journal Evaluation in Education (JEE), 4(4), 151–155. https://doi.org/10.37251/jee.v4i4.787

Kaniawati, I., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2021). Implementation of Interactive Conceptual Instruction (ICI) With Computer Simulation: Impact of Students’ Misconceptions on Momentum and Impulse Material. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 1. https://doi.org/10.24042/jipfalbiruni.v10i1.8375

Khotimah, K., & Fariyani, Q. (2025). Development of a Physics Assessment Instrument to Measure High School Students Multirepresentation Skills in Momentum and Impulse. Impulse: Journal of Research and Innovation in Physics Education, 5(1), 49–61. https://doi.org/10.14421/impulse.2025.51-04

Mahardika, I. K., Anggraini, Z., Doyan, A., & Sugiartana, I. W. (2020). Approach to Representation of CRI Integrated Mathematics and Verbal (R-MV) to Analyze Misconception of Momentum and Impuls Materials. Jurnal Penelitian Pendidikan IPA, 6(2), 232–237. https://doi.org/10.29303/jppipa.v6i2.437

Maison, M., Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi. Jurnal Penelitian Pendidikan IPA, 6(1), 32–39. https://doi.org/10.29303/jppipa.v6i1.314

Paramita, U. V., & Jauhariyah, M. N. R. (2024). Identifying Student Misconceptions on Momentum and Impulse Using Four-Tier Diagnostic Test Instrument with CRI. Jurnal Pijar Mipa, 19(1), 75–82. https://doi.org/10.29303/jpm.v19i1.6086

Rusilowati, A., Darsono, T., Sekarningtias, F. O., & Fariyani, Q. (2024). Development of A Four-Tier E-Diagnostic Test on The Topic of Momentum to Measure and Reduce Student Misconception. Jurnal Pendidikan Fisika Indonesia, 20(2), 173–187. https://doi.org/10.15294/jpfi.v20i2.1297

Setiani, A., Firmansyah, D., & Ramadhani, C. I. (2023). Analysis of Momentum and Impulse Misconceptions of College Students Using Four-Tier Diagnostic Tests. International Journal of Education and Teaching Zone, 2(3), 349–359. https://doi.org/10.57092/ijetz.v2i3.146

Silaen, S. S., Sudjito, D. N., & Sudarmi, M. (2019). Pengembangan Tes Diagnostik Multi Representasi Eksternal (MRE) untuk Mengetahui Profil Kemampuan Representasi Konsep. Publikasi Pendidikan, 9(2), 98. https://doi.org/10.26858/publikan.v9i2.8477

Silitonga, H. T. M., Djudin, T., Oktavianty, E., & Rooshardini. (2019). The implementation of integrated remediation with conceptual interactive learning on momentum and impulse in senior high school. Journal of Physics: Conference Series, 1171(1). https://doi.org/10.1088/1742-6596/1171/1/012053

Suparno, P. (2013). Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Grasindo.

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

Treagust, D. F., & Duit, R. (2008). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297–328.