Profile of student misconceptions: limited scale trial of diagnostic assessment development based on science literacy

Abstract

Abstract The purpose of this study was to analyze the profile of student misconceptions using a scientific literacy diagnostic assessment. This research is a limited-scale trial stage in developing scientific literacy diagnostic assessments. The diagnostic is a four-level diagnostic test that includes 40 questions consisting of system materials referring to physics topics and biology topics that contain science literacy indicators. This diagnostic question was given to students of the elementary school teacher education at class 3B for the 2019/2020 academic year, consisting of 34 students. After that, the results of the students’ answers were analyzed and interpreted according to the categories of conceptual understanding, misconceptions, and not understanding the concept. Based on data analysis, 9.49% of students understood the concept, 52.73% of students experienced misconceptions, and 37.73% of students did not understand the concept.