Identify misconception with multiple choice three tier diagnostik test on newton law material

Abstract

Abstract Knowing the location of students ‘misconceptions is one of the conditions for success to remediate students’ misconceptions. An appropriate and effective way to identify the students’ misconceptions is using a three-tier diagnostic test. After the students’ misconceptions are identified, misconceptions are remediated using the conceptual change learning model. The purpose of this research is to identify misconceptions that are often experienced by students and their causes related to the concept of Newton’s Law, describe how to remedy misconceptions of Newton’s laws, and test the effectiveness of conceptual change learning models in remediating Newton’s misconceptions experienced by students. This type of research is a mixed methods of concurrent embedded models with quantitative methods as primary methods, and qualitative methods as secondary methods. The pre-test results showed that the percentage of students’ misconceptions on Newton’s first, second, and third law concepts, solving, and applying were less than 60%. These misconceptions can be remediated by applying the Conceptual Change Learning Model. There was a decrease in the average percentage of the misconception of Newton’s law from 50.9% to 25.9%. Therefore, the conceptual change learning model is considered effective in remediating the misconceptions of Newton’s law experienced by students.