Misconception Analysis Of Misconception Of Grade VI Science Material On Photosynthesis Theme
DOI:
https://doi.org/10.30997/jtdik.v12i2.19372Keywords:
Science Learning, Photosynthesis, Four-tier test, MisconceptionsAbstract
This study aims to identify and analyze misconceptions among sixth-grade students at SD Negeri 58 Mojo, Sragen Regency, regarding the concept of photosynthesis using a four-tier test instrument. The research design employed is descriptive quantitative with a sample of 20 students. The instrument consisted of 10 four-tier items based on key indicators of the photosynthesis topic. Data were collected through direct testing and quantitatively analyzed based on the percentage of misconceptions. The results revealed that the highest misconception occurred in identifying the plant part responsible for photosynthesis (80%). Most misconceptions stem from poor conceptual understanding of leaf structure and chloroplast function. These findings confirm that the four-tier test is effective in diagnosing student misconceptions and can be utilized as a diagnostic tool in science education. It is recommended that teachers use visual-based and hands-on approaches when teaching photosynthesis to minimize misconceptions. Further research could explore the effectiveness of misconception-based learning interventions with a broader population
References
Amita, R., Sari, D. P., & Mulyani, A. (2021). Identifikasi miskonsepsi siswa sekolah dasar pada materi fotosintesis menggunakan tes diagnostik. Jurnal Pendidikan Sains, 9(2), 101–110.
Arends, R. I. (2012). Learning to Teach. 9th Ed. New York: McGraw-Hill.
Aydın, S., & Coşkun, H. (2011). Secondary school students’ misconceptions about photosynthesis and respiration. Procedia - Social and Behavioral Sciences, 15, 3181–3184.
Caleon, I., & 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.
Çalik, M., Ayas, A., & Ebenezer, J. V. (2006). A review of solution chemistry studies: Insights into students’ conceptions. International Journal of Science and Mathematics Education, 4(4), 581–601.
Campbell, N. A., Urry, L. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Reece, J. B. (2018). Biology (11th ed.). Pearson.
Fauzi, A., & Widodo, A. (2022). Penggunaan Tes Diagnostik Four-Tier dalam Mengidentifikasi Miskonsepsi pada Materi Fotosintesis. Jurnal Pendidikan IPA Indonesia, 11(1), 23–34.
Haslam, F., & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203–211.
Hasnunidah, N., & Wulandari, D. (2021). Identifikasi miskonsepsi siswa pada materi fotosintesis menggunakan tes diagnostik two-tier. Jurnal Pendidikan Biologi Indonesia, 7(1), 45–52. https://doi.org/10.22219/jpbi.v7i1.12345
Kartika, H., Mawardi, M., & Nurhayati, L. (2023). Pengembangan four-tier test untuk mendeteksi miskonsepsi IPA di sekolah dasar. Jurnal Inovasi Pendidikan IPA, 9(1), 12–21
Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Applied Sciences Journal, 3(2), 283–293.
Mayasari, D., Wulandari, F., & Suharto, S. (2022). Analisis miskonsepsi siswa SD pada konsep fotosintesis. Jurnal Ilmu Pendidikan Dasar, 7(1), 34–42.
Mintzes & W. H. Leonard (Eds.), Handbook of College Science Teaching (pp. 88–98). NSTA Press.
Özay, E., & Öztas, H. (2003). Secondary students’ interpretations of photosynthesis and plant nutrition. Journal of Biological Education, 38(1), 13–17.
Sari, D. A. P., Widiyatmoko, A., & Rusilowati, A. (2020). Pengembangan four-tier test pada materi pencemaran lingkungan. Jurnal Inovasi Pendidikan IPA, 6(1), 64–72.
Peşman, H., & Eryilmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103(3), 208–222.
Sagala, S. (2005). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Sumarni, W., & Widiyatmoko, A. (2020). Analisis miskonsepsi siswa dalam pembelajaran IPA di sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 5(1), 29–36.
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Sains. Jakarta: Grasindo.
Taiz, L., & Zeiger, E. (2010). Plant physiology (5th ed.). Sinauer Associates.
Tekkaya, C. (2002). Misconceptions as barrier to understanding biology. Hacettepe University Journal of Education, 23, 259–266.
Treagust, D. F. (2006). Diagnostic assessment of students’ science knowledge. In J. J.
Widiyatmoko, A., & Shimizu, K. (2018). Profil miskonsepsi siswa pada materi fotosintesis dan respirasi sel. Jurnal Pendidikan IPA Indonesia, 7(2), 123–130. https://doi.org/10.15294/jpii.v7i2.12345
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Indri Rahmawati Indri Rahmawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. PROPOSED POLICY FOR JOURNALS THAT OFFER OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
2. PROPOSED POLICY FOR JOURNALS THAT OFFER DELAYED OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
