ANALISIS MISKONSEPSI SISWA SMA PADA MATERI GAYA DAN GERAK MENGGUNAKAN FCI DAN MODEL RASCH
DOI:
https://doi.org/10.37478/optika.v10i1.7977Abstract
Penelitian ini bertujuan untuk menganalisis kualitas pengukuran instrumen Force Concept Inventory (FCI) berdasarkan model Rasch serta memetakan miskonsepsi siswa pada materi gaya dan gerak. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan melibatkan 62 siswa sekolah menengah atas yang telah mempelajari konsep dasar mekanika. Instrumen yang digunakan terdiri atas 30 butir soal pilihan ganda, dan data dianalisis menggunakan perangkat lunak Winsteps untuk mengevaluasi kualitas instrumen serta pemahaman konseptual siswa. Hasil penelitian menunjukkan bahwa FCI memiliki kualitas pengukuran yang baik, ditunjukkan oleh terpenuhinya unidimensionalitas (22,6%), kesesuaian butir yang memadai, serta reliabilitas yang cukup baik (reliabilitas item = 0,85; reliabilitas person = 0,51). Nilai item separation sebesar 2,41 menunjukkan variasi tingkat kesulitan butir yang baik, sedangkan nilai person separation sebesar 1,01 menunjukkan bahwa variasi tingkat kemampuan siswa masih terbatas. Namun demikian, performa siswa secara keseluruhan masih rendah, dengan rata-rata persentase jawaban benar hanya sebesar 21%, yang mencerminkan rendahnya pemahaman konseptual dan adanya miskonsepsi yang cukup signifikan. Analisis lebih lanjut menunjukkan bahwa siswa cenderung mengaitkan gerak dengan keberadaan gaya secara terus-menerus serta menghubungkan arah gerak dengan besar gaya yang bekerja. Selain itu, siswa juga mengalami kesulitan dalam memahami independensi komponen gerak pada kinematika, khususnya pada konsep gerak peluru. Temuan ini menunjukkan perlunya pendekatan pembelajaran yang menekankan pemahaman konseptual dan keterpaduan konsep-konsep fisika untuk membantu mengurangi miskonsepsi siswa secara lebih efektif.
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Keywords:
Miskonsepsi, Gaya dan Gerak, Force Concept Inventory, Model Rasch, Pemahaman KonseptualReferences
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Cuhadar, I. (2022) “Sample Size Requirements for Parameter Recovery in the 4-Parameter Logistic Model,” Measurement, 20(2), hal. 57–72. Tersedia pada: https://doi.org/10.1080/15366367.2021.1934805.
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Fongsamut, K., Tanasittikosol, M. dan Phaksunchai, M. (2023) “Effectiveness of the simulation-based learning (SBL) assisted with scaffolding approach to address students’ misconceptions about projectile motion,” Physics Education, 58(2). Tersedia pada: https://doi.org/10.1088/1361-6552/aca57d.
Getty, J.C. (2009) “Assessing inquiry learning in a circuits/electronics course,” in Proceedings - Frontiers in Education Conference, FIE. Montana Tech. Petroleum Engineering Butte, MT 59701, United States. Tersedia pada: https://doi.org/10.1109/FIE.2009.5350849.
Hermita, N. et al. (2024) “Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?,” Quality Assurance in Education, 32(1), hal. 64–78. Tersedia pada: https://doi.org/10.1108/QAE-02-2023-0019.
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Hong, G. et al. (2012) “Differential Effects of Literacy Instruction Time and Homogeneous Ability Grouping in Kindergarten Classrooms: Who Will Benefit? Who Will Suffer?,” Educational Evaluation and Policy Analysis, 34(1), hal. 69–88. Tersedia pada: https://doi.org/10.3102/0162373711424206.
Horiguchi, T., Hirashima, T. dan Hayashi, Y. (2023) “Error-based simulation as a thought experimental method for changing ‘motion implies a force’ misconception: An evaluation,” Journal of Computer Assisted Learning, 39(4), hal. 1290–1302. Tersedia pada: https://doi.org/10.1111/jcal.12800.
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Jiang, T. et al. (2018) “Effect of different instructional methods on students’ conceptual change regarding electrical resistance as viewed from a synthesized theoretical framework,” Eurasia Journal of Mathematics, Science and Technology Education, 14(7), hal. 2771–2786. Tersedia pada: https://doi.org/10.29333/ejmste/90592.
Kahaleh, R. dan Lopez, V. (2025) “Evaluating large language models in high school physics education: addressing misconceptions and fostering conceptual understanding,” Physics Education, 60(2). Tersedia pada: https://doi.org/10.1088/1361-6552/adb235.
Kaniawati, I. et al. (2020) “An analysis of students’ misconceptions about the implementation of active learning of optics and photonics approach assisted by computer simulation,” International Journal of Emerging Technologies in Learning, 15(9), hal. 76–93.
Khoirunnisa, R. et al. (2024) “Misconceptions of High School Students on Motion and Force Using the Force Concept Inventory (FCI),” Jurnal Penelitian Pendidikan IPA, 10(5), hal. 2711–2720. Tersedia pada: https://doi.org/10.29303/jppipa.v10i5.6979.
Kurniawan, A., Istiyono, E. dan Naba, S.D. (2024) “Item Quality Analysis of Physics Concept Understanding Test with Rasch Model,” 9(3), hal. 474–486.
Liu, G. dan Fang, N. (2016) “Student misconceptions about force and acceleration in physics and engineering mechanics education,” in International Journal of Engineering Education. Department of Engineering Education, College of Engineering, Utah State University, Logan, 84322, UT, United States: Tempus Publications, hal. 19–29.
Maryanti, R. et al. (2022) “TEACHING HIGH SCHOOL STUDENTS WITH/WITHOUT SPECIAL NEEDS AND THEIR MISCONCEPTION ON CORROSION,” Journal of Engineering Science and Technology, 17(1), hal. 225–238.
Mehrabi, A. dan Morphew, J.W. (2025) “Uncovering the Cognitive Roots of Misconceptions in Physics Education for Engineering Students Through Transitional Diagnostic Models,” in ASEE Annual Conference and Exposition, Conference Proceedings. Purdue Engineering Education & Electronic and Computer Engineering, United States: American Society for Engineering Education. Tersedia pada: https://doi.org/10.18260/1-2--57727.
Métioui, A. dan Trudel, L. (2019) “Quebec children and elementary pre-service teacher’s conceptions of force and motion,” in M. E. dan van K. P. (ed.) Journal of Physics: Conference Series. Département de Didactique, Université du Québec À Montréal, C.P. 8888, Succ. Centre-ville, Montréal, H3C 3P8, QC, Canada: Institute of Physics Publishing. Tersedia pada: https://doi.org/10.1088/1742-6596/1286/1/012041.
Meyer, J.P. (2010) “A mixture rasch model with item response time components,” Applied Psychological Measurement, 34(7), hal. 521–538. Tersedia pada: https://doi.org/10.1177/0146621609355451.
Mou, Y., Zhu, L. dan Chen, Z. (2015) “Developmental changes in children’s understanding of horizontal projectile motion,” International Journal of Psychology, 50(4), hal. 256–264. Tersedia pada: https://doi.org/10.1002/ijop.12095.
Nie, Y. et al. (2019) “Teaching towards knowledge integration in learning force and motion,” International Journal of Science Education, 41(16), hal. 2271–2295. Tersedia pada: https://doi.org/10.1080/09500693.2019.1672905.
Nikat, R.F. et al. (2022) “Pemahaman Konsep Dinamika dan Kinematika Berdasarkan Conceptual Knowledge Melalui Aplikasi Game Quizizz Pendahuluan,” 10(2), hal. 218–230. Tersedia pada: https://doi.org/10.24815/jpsi.v10i2.23418.
Pe?man, H. dan Ery?lmaz, A. (2010) “Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits,” The Journal of Educational Research, 103(3), hal. 208–222. Tersedia pada: https://doi.org/https://doi.org/10.1080/00220670903383002.
Piten, S., Rakkapao, S. dan Prasitpong, S. (2017) “Cambodian students’ prior knowledge of projectile motion,” in Journal of Physics: Conference Series. Department of Physics, Faculty of Science, Prince of Songkla University Hat Yai, Songkhla, 90110, Thailand: Institute of Physics Publishing. Tersedia pada: https://doi.org/10.1088/1742-6596/901/1/012116.
Prenga, D., Kushta, E. dan Musli, F. (2023) “Enhancing Concept Inventory Analysis by Using Indexes, Optimal Histogram Idea, and the Likert Analysis,” Journal of Human, Earth, and Future, 4(1), hal. 103–120. Tersedia pada: https://doi.org/10.28991/HEF-2023-04-01-08.
Putri, V.A. et al. (2024) “Analysis of Students ’ Physics Conceptual Understanding using Five-Tier Multiple Choice Questions?: the Newton ’ s Law of Motion Context,” 10(5), hal. 2275–2285. Tersedia pada: https://doi.org/10.29303/jppipa.v10i5.5847.
Resbiantoro, G. dan Setiani, R. (2022) “A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation,” Journal of Turkish Science Education, 19(2), hal. 403–427. Tersedia pada: https://doi.org/10.36681/tused.2022.128.
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