Understanding Misconceptions in Direct Current Electricity Among Grade XII Student
DOI:
https://doi.org/10.23960/jpf.v13i2.25Keywords:
Analysis , Miskonseptions, Direct Current ElectricityAbstract
This study aims to analyze the misconceptions of grade XII student of SMA Kemala Bhayangkari 1 Kubu Raya on the topic of Direct Current Electricity using a two-tiered misconception test in the form of reasoned multiple choices. This material was chosen because the of current, voltage, and resistance are often misunderstood by students due to their abstrak nature. The study used a quantitative descriptive approach with a purposive sampling technique and involved 54 students. The instrument consisted of 8 questions that had been validated using the Aiken index and were categorized as having high validity. Data were analyzed by grouping students’ answers into categories of understanding the concept, not understanding the concept, and misconceptions. The result showed that the level of students’ misconceptions was in the moderate category with an average of 45,60%. A total of 28,01% of student understood the concept and 26,39% did not understand the concept. The highest misconception was found in the concept of sries-parallel circuits with a percentage of 68,52%. This finding indicates the need for learning strategies that emphasize conceptual understanding and misconception diagnostics as a basis for improving the teaching and learning process.
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