IDENTIFIKASI MISKONSEPSI SISWA KELAS V SEKOLAH DASAR PADA MATERI ENERGI MENGGUNAKAN FOUR-TIER DIAGNOSTIC TEST

Wina Agustiyani; Irfa Novarinda Putri; Zahra Eka  Putri Prasetya; Eka  Trisnawati

doi:10.36989/didaktik.v12i03.16936

Wina Agustiyani Pendidikan Guru Sekolah Dasar FKIP Universitas Peradaban, Brebes
Irfa Novarinda Putri Pendidikan Guru Sekolah Dasar FKIP Universitas Peradaban, Brebes
Zahra Eka Putri Prasetya Pendidikan Guru Sekolah Dasar FKIP Universitas Peradaban, Brebes
Eka Trisnawati Pendidikan Guru Sekolah Dasar FKIP Universitas Peradaban, Brebes

DOI: https://doi.org/10.36989/didaktik.v12i03.16936

Keywords: misconception, energy, Four-Tier Diagnostic Test, conceptual understanding IPAS.

Abstract

Misconceptions regarding energy concepts remain a challenge in elementary science and social studies (IPAS) learning because they can hinder students’ conceptual understanding. This study aimed to identify fifth-grade students’ misconceptions about energy concepts using the Four-Tier Diagnostic Test. The research employed a quantitative descriptive method involving 41 fifth-grade students from SD Negeri Jipang 01 and SD Negeri Jipang 02. Data were collected through a diagnostic test consisting of 20 items and analyzed using descriptive statistics in the form of percentages. The results showed that 57.07% of students demonstrated conceptual understanding, 21.34% experienced misconceptions, 16.83% lacked conceptual understanding, and 4.76% were categorized as errors. The highest level of misconception was found in the sub-concepts of alternative energy (46.34%) and renewable energy (41.46%), while the highest level of conceptual understanding was identified in the sub-concept of energy sources (71.95%). These findings indicate that misconceptions are still present in several energy sub-concepts, highlighting the need for instructional approaches that strengthen students’ conceptual understanding. The Four-Tier Diagnostic Test proved effective in identifying students’ misconceptions and can be used as a basis for improving instructional practices.

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