Analysis of Junior High School Students' Misconceptions Regarding the Concept of Force and Motion in Science Learning
DOI:
https://doi.org/10.30872/jlpf.v7i2.6336Keywords:
Four-Tier Diagnostic Test, Force and Motion, Misconceptions, Science LearningAbstract
This study aimed to analyze junior high school students’ misconceptions about the concepts of force and motion in science learning. A quantitative approach was employed using a Four-Tier Diagnostic Test as the research instrument. The participants consisted of 20 eighth- and ninth-grade students of SMPN Socah, Bangkalan. Data were collected using a diagnostic test that assessed students’ conceptual understanding, reasoning, and confidence levels. The results indicated that students experienced misconceptions in several force and motion concepts, particularly regarding the relationship between force and motion and the interpretation of position–time graphs. The percentage of students categorized as having misconceptions was 62.5%, which falls into the high category. Meanwhile, 27% of students were categorized as not understanding the concepts, representing the moderate category, and only 10.5% demonstrated conceptual understanding, representing the low category. Factors contributing to these misconceptions included insufficient prior knowledge, less effective instructional methods, limited learning media, and difficulties in interpreting graphical representations. These findings highlight the need for more interactive learning strategies and the use of appropriate instructional media to improve students’ conceptual understanding and reduce misconceptions in force and motion topics.
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