Identify the misconceptions of prospective physics teacher students based on their logical thinking ability
Rahmawati Rahmawati

Universitas Muhammadiyah Makassar
Jalan Sultan Alauddin 2 No.259 Makassar, Indonesia
*rahmawatisyam[at]unismuh.ac.id

Abstract

The purpose of this study was to identify student misconceptions on the topic of dynamic electricity. The test instrument used in measuring student misconceptions is in the form of a four-level test that has been tested for validity and reliability so that it is suitable to be used to measure student misconceptions. The number of samples in the study were 30 students who are prospective physics teachers. Based on the results of the identification of the level of logical thinking skills, there are 12 students in formal categories and 9 students each for the transitional and concrete categories. The results showed that students with the level of formal logical thinking skills did not experience any misconceptions at all in all sub-concepts in the Dynamic Electricity material. Meanwhile, students with the concrete logical thinking ability category experienced misconceptions with the highest percentage. Followed by students with a transitional logical thinking ability level. The lowest percentage level of consistency among concrete and transitional students. Meanwhile, the highest percentage in the consistency category is owned by formal students.

Keywords: Misconception- Four tier test- Logical thinking ability- Dynamic electricity

Topic: Physics Education