Unveiling Misconceptions: A Multilocation Study on First-Year College Students in Indonesia
DOI:
https://doi.org/10.15575/jotalp.v9i2.34844Keywords:
Misconception, College Students, Heat and temperature, IndonesiaAbstract
The aim of this research is to determine whether there are any misconceptions among first-year students regarding the concepts of heat and temperature. This study employs a descriptive research design. The sample used in this study consists of 224 first-year students from both public and private universities in the cities of Singkawang, Bima, Madiun, and the districts of Sumedang, Sintang, and Bandung. Data were collected through a g-form using a four-tier test instrument. The research results indicate that the percentage of misconceptions among students on the concepts of temperature and heat is highest in the sub-topic "Objects with higher temperature definitely have more heat content compared to objects with lower temperature," reaching 62.1%, and the lowest misconception in the sub-topic "Water at a temperature of 0°C has entirely turned into ice," reaching 40.6%. It is hoped that these findings can be utilized by lecturers and teachers in addressing the subtopic of heat and temperature, which is known to have many possible misconceptions. As a result, educators can employ effective instructional strategies to address their students' misunderstandings about heat and temperatureReferences
Akcanca, N., & Cerrah Özsevgeç, L. (2020). Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course. Journal of Science Learning, 4(1), 41–49. https://doi.org/10.17509/jsl.v4i1.24672
Alfiana, R, Parno, Yogihati, C. I. (2021). Development of ILAU based on PBL-STEM model with formative assessment as an opportunity to improve problem solving skills in heat and temperature topics Development of ILAU based on PBL-STEM model with formative assessment as an opportunity to improve pro. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1747/1/012005
Andriyani Saputri, R. (2021). The Analysis of Natural Science Learning Misconceptions on Force, Motion, and Energy Materials In Elementary Schools. International Journal of Social Service and Research, 1(4), 418–423. https://doi.org/10.46799/ijssr.v1i4.6
Anggraini, N., Iswanto, B. H., Wibowo, F. C., Samsudin, A., Imansyah, H., Saputra, O., & Setiawan, A. (2019). Identification of student misconception about static fluid. https://doi.org/10.1088/1742-6596/1157/3/032069
Appiah-twumasi, E. (2021). Diagnostic Assessment of Students’ Misconceptions about Heat and Temperature Through the Use of Two-Tier Test Instrument. 4(1), 90–104. https://doi.org/10.52589/BJELDP-O22B5EPK
Bani-salameh, H. N., & Jelovica, L. (2018). The Students ’ misconceptions profile on chapter gas kinetic theory The Students ’ misconceptions profile on chapter gas kinetic theory.
Barke, H.-D., & Büchter, J. (2023). Laboratory jargon and misconceptions in Chemistry – an empirical study. ASEAN Journal of Science and Engineering Education, 3(1), 65–70. https://ejournal.upi.edu/index.php/AJSEE/article/view/48210%0Ahttps://ejournal.upi.edu/index.php/AJSEE/article/download/48210/19576
Budi Bhakti, Y., Agustina Dwi Astuti1, I., & Prasetya, R. (2022). Four-Tier Thermodynamics Diagnostic Test (4T-TDT) to Identify Student Misconception. KnE Social Sciences, 2022, 106–116. https://doi.org/10.18502/kss.v7i14.11958
Colburn, A., Ph, D., Martin-hansen, L., Ph, D., Henriques, L., & Ph, D. (2018). ADDRESSING HEAT ENERGY AND TEMPERATURE MISCONCEPTIONS IN HIGH SCHOOL CHEMISTRY Presented to the Department of Science Education California State University , Long Beach In Partial Fulfillment of the Requirements for the Degree Master of Science in Science. December.
Ekawati, H., Islam, U., Ulum, D., & Education, M. (2021). Teams ’ games tournaments with cognitive conflict instruction ( CCI ) model to unveil studen ts ’ misconceptions. 16(4), 1343–1355.
Etokeren, I. S., & ABOSEDE, Olufunso Olumide. (2022). Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State. IJCER (International Journal of Chemistry Education Research), 6(April), 16–28. https://doi.org/10.20885/ijcer.vol6.iss1.art3
Erceg, N., Aviani, I., Grlaš, K., Karuza, M., & Mešić, V. (2019). Development of the kinetic molecular theory of liquids concept inventory: Preliminary results on university students’ misconceptions. European Journal of Physics, 40(2). https://doi.org/10.1088/1361-6404/aaff36
Foroushani, S. (2019). Misconceptions in engineering thermodynamics : A review. https://doi.org/10.1177/0306419018754396
Garba Shehu. (2015). Two Ideas of Redox Reaction: Misconceptions and Their Challeges in Chemistry Educationn. IOSR Journal of Research & Method in Education (IOSR-JRME), 5(1), 15–20. https://doi.org/10.9790/7388-05111520
Gerhátová, Ž., Perichta, P., Drienovský, M., & Palcut, M. (2021). Temperature measurement—inquiry-based learning activities for third graders. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090506
Gómez, Ã., Chinchilla, J., Vázquez, A., López-RodrÃguez, L., Paredes, B., & MartÃnez, M. (2020). Recent advances, misconceptions, untested assumptions, and future research agenda for identity fusion theory. Social and Personality Psychology Compass, 14(6), 1–15. https://doi.org/10.1111/spc3.12531
Gürses, A., Şahin, E., & Güneş, K. (2022). Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of “Heat, Temperature and Pressure†and the Effects of the Activities on the Development of Scientific Process Skills. Education Quarterly Reviews, 5(2). https://doi.org/10.31014/aior.1993.05.02.469
Gusmalini, A., Wulandari, S., & Zulfarina. (2020). Identification of Misconceptions and Causes of Student Misconceptions on Genetics Concept with CRI Method. Journal of Physics: Conference Series, 1655(1). https://doi.org/10.1088/1742-6596/1655/1/012053
Habte, M. (2020). Effectiveness of Visualization on Problem Solving and Experimental Tasks in Learning Heat and Temperature for Grade Nine. Latin-American Journal of Physics Education, 14(1).
Halim, A., Lestari, D., & Mustafa. (2019). Identification of the causes of misconception on the concept of dynamic electricity. Journal of Physics: Conference Series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052060
Halim, A., Mahzum, E., Zanaton, & Humairah, H. (2020). Impact of the EduPlasa interactive media on reducing misconceptions of static fluid in high school students. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022026
Halim, A., & Huda, I. (2020). The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses. 6(2), 203–216.
Haryano, H. E. A. K. A. S. A. S. P. (2021). Reducing the students ’ misconceptions on the theory of heat through cognitive conflict instruction ( CCI ). AIP Conference Proceedings, 050001(March).
Hermita, N., Suhandi, A., Syaodih, E., Samsudin, A., Mahbubah, K., Noviana, E., & Kurniaman, O. (2018). Constructing VMMSCCText for Re-conceptualizing Students’ Conception. J. Appl. Environ. Biol. Sci, 8(3), 102–110. www.textroad.com
Irsyad, M., Linuwih, S., & Wiyanto. (2018). Journal of Innovative Science Education Learning Cycle 7e Model-Based Multiple Representation to Reduce Misconseption of the Student on Heat Theme. Journal of Innovative Science Education, 7(1), 45–52.
Karabulut, A., & Bayraktar, Ş. (2018). Effects of Problem Based Learning Approach on 5 th Grade Students ’ Misconceptions about Heat and Temperature. Journal of Education and Practice, 9(33), 197–206.
Köse, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283–293. http://idosi.org/wasj/wasj3(2)/20.pdf
Linuwih, S., Shahnaz, D., & Asih, P. (2022). Conceptions and Conceptual Changes of Junior High- School Students in the Topic of Temperature and Heat. 8(1), 35–44.
Liu, G., & Fang, N. (2017). Student Misconceptions of Work and Energy in Engineering Dynamics. Proceedings of the 2017 ASEE Gulf-Southwest Section Annual Conference, March 2017.
Sandra, R. O. I. M. (2022). International Journal of Educational Methodology How Critical Thinking Skills Influence Misconception in Electric Field. International Journal of Educational Methodology, 8(2), 377–390.
Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: A case of Indonesia and Thailand. Journal of Turkish Science Education, 15(Special Issue), 51–58. https://doi.org/10.12973/tused.10256a
Muchamad, B. N., Aufa, N., Sartika, I., & Idajati, H. (2019). The misconception analysis of natural science students on heat and temperature material using four tier test The misconception analysis of natural science students on heat and temperature material using four tier test. https://doi.org/10.1088/1742-6596/1321/3/032104
Mujib, M. A. (2020). Minimizing misconception on the topic of temperature and heat by edmodo learning media Minimizing misconception on the topic of temperature and heat by edmodo learning media. https://doi.org/10.1088/1742-6596/1521/2/022066
Muliyani, R., & Kurniawan, Y. (2021). Analisis Penurunan Kuantitas Siswa Miskonsepsi Pada Konsep Kinematika. Jurnal Inovasi Dan Pembelajaran Fisika, 8(1), 99–111. https://doi.org/10.36706/jipf.v8i1.13843
Ning, T. Q., & Chongo, S. (2023). The Role of Hands-on Approach in Overcoming Students’ Misconceptions about Matter: A Case Study. Int. j. Adv. Multidisc. Res. Stud, 3(2), 186–190. www.multiresearchjournal.com
Oral, O., & Gӧk, V. (2021). Development and Efficiency of Smart Mobile Device Application: Example of Heat and Temperature Instruction. International Journal of Engineering and Innovative Research, 3(3), 209–221. https://doi.org/10.47933/ijeir.902543
Rohmah, R. U., & Fadly, W. (2021). Mereduksi Miskonsepsi Melalui Model Conceptual Change Berbasis STEM Education. Jurnal Tadris IPA Indonesia, 1(2), 189–198. https://doi.org/10.21154/jtii.v1i2.143
Rosdiana, D. R., & Kholiq, A. (2021). The Development of Physics Digital Comics on Temperature and Heat Material to Improve The Critical Thinking Ability. Jurnal Ilmiah Pendidikan Fisika, 5(2), 83. https://doi.org/10.20527/jipf.v5i2.2959
Samsudin, A., Liliawati, W., Sutrisno, A. D., Suhendi, E., & Kaniawati, I. (2015). The Use of Computer Simulation in Cooperative Learning to Minimize Students’ Misconceptions of Momentum and Impulse. Proceedings of the 2014 International Conference on Advances in Education Technology, 11(Icaet), 72–74. https://doi.org/10.2991/icaet-14.2014.16
Santhalia, P. W., Yuliati, L., & Wisodo, H. (2020). Building students’ problem-solving skill in the concept of temperature and expansion through phenomenon-based experiential learning. Journal of Physics: Conference Series, 1422(1). https://doi.org/10.1088/1742-6596/1422/1/012021
Saparni, Syuhendri, M. (2021). Conceptual Change Textbook Based on Local Wisdom of Palembang on Heat and Temperature. Berkala Ilmiah Pendidikan Fisika, 9(1). https://doi.org/10.20527/bipf.v9i1.9568
Saputra, O., Satriawan, M., Setiawan, A., Rusdiana, D., Muslim, M., Nurjannah, N., & Lusiyanti, D. (2023). Identification of Student Misconception about Dynamic Fluid. European Online Journal of Natural and Social Sciences, 12(1), 43–52. http://www.european-science.com
Sari, N., Murniati, & Ilyas, S. (2020). The implementation of problem-based learning modules to decrease misconception on Newton’s law topic. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012137
Suhandi, A., Surtiana, Y., Husnah, I., Setiawan, W., & Siahaan, P. (2020). Fostering High School Students ’ Misconception about Boiling Concept Using Conceptual Change Laboratory ( CCLab ) Activity. 8(6), 2211–2217. https://doi.org/10.13189/ujer.2020.080603
Sukarelawan, M. I., & Rahman, N. A. (2019). An Analysis of Graduate Students ’ Conceptual Understanding in Heat and Temperature ( H & T ) Using Three-Tier Diagnostic Test. 9–14.
Suliyanah, Putri, H. N. P. A., & Rohmawati, L. (2018). Identification student ’ s misconception of heat and temperature using three-tier diagnostic test I dentification student ’ s misconception of heat and temperature using three-tier diagnostic test.
Topik, D. A. N., Menggunakan, K., & Diagnostik, I. (2019). TEMPERATURE AND CALOR TOPIC USING FOUR-TIER DIAGNOSTIC. 11(2), 195–202.
Triyani, G., Danawan, A., Suyana, I., & Kaniawati, I. (2019). An investigation of students’ misconceptions about momentum and impulse through interactive conceptual Instruction (ICI) with computer simulation. Journal of Physics: Conference Series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052008
Trudel, Louis; Métioui, A. (2021). Two-tier Multiple-choice Questionnaires to Detect the Students’ Misconceptions about Heat and Temperature. European Journal of Mathematics and Science Education, 2(1).
Ültay, E., Durukan, Ü. G., & Ültay, N. (2021). Determination of Prospective Science Teachers’ Level of Knowledge about Thermodynamics and Their Reasoning with Daily Life Examples. Journal of Science Learning, 4(3), 298–308. https://doi.org/10.17509/jsl.v4i3.29544
Yamtinah, S., Indriyanti, N. Y., Saputro, S., Mulyani, S., Ulfa, M., Mahardiani, L., Satriana, T., & Shidiq, A. S. (2019). The identification and analysis of students’ misconception in chemical equilibrium using computerized two-tier multiple-choice instrument. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042015
Yildirim, N., Kurt, S., & Bülbül, A. (2021). The Development of Scientific Discussion-oriented Activities to Remove the Misconceptions: The Unit of “Change of Matter.†Education Quarterly Reviews, 4(2). https://doi.org/10.31014/aior.1993.04.02.228
You, A., Be, M. A. Y., & In, I. (2019). Comprehension levels of prospective teachers related to the heat and temperature concepts. 030066(November).
Yuliana, I., Priyadi, R., Zulhadi, Z., Kaslam, K., & Mahruf, M. (2020). Students’ Problem-Solving Abilities in Temperature and Heat Topic. 465(Access 2019), 107–110. https://doi.org/10.2991/assehr.k.200827.028
