Exploring Multiple Representation Preference to Develop Students Misconception Inventory in Measuring of Students Science Conception Awareness

Abstract

Abstract Representation is a form that can describe a certain material concept. In physics learning, students are required to be able to present a concept of physical matter into various possible forms of representation. The ability of students to use multiple representation indicates that the students have fully understood the concept of physics (no misconception occur). Facts that occur in the field is still limited form of representation used by teachers when teaching physics, so it is still possible to students misconception. This study aims to explore Multiple representation preference used in the process of physical learning to develop SMI in measuring students science conception. Method used is qualitative method through semi-structured interviews to teacher and students. It uses simple random sampling technique. Exploration results based on depthly structured interviews to teacher and students have shown that there are several aspects of sources and causes students’ misconception. The results of analysis also obtained a number of qualitative information which supports the development and validation of the instrument to measure the degree of students science conception. This instrument can be used to identify misconception and level awareness of students conception.