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INTERNATIONAL JOURNAL OF
SOCIAL SERVICE AND RESEARCH
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THE ANALYSIS OF NATURAL SCIENCE LEARNING MISCONCEPTIONS ON FORCE,
MOTION, AND ENERGY MATERIALS IN ELEMENTARY SCHOOLS
Rose Andriyani Saputri
Sebelas Maret University
Email:
[email protected]
Abstract
This article discusses
about the misconceptions occurred in elementary school, especially on force,
motion, and energy. Misconceptions often occur in students due to a lack of the
teacher's understanding of the material. However, teachers have to understand
the material that will be delivered to students so that there are no
misconceptions among students. In this article, the researchers took samples of
elementary school teachers in the Jatipuro District.
In this study, 55 respondents had filled out a questionnaire regarding force,
motion, and energy. The results of the study showed, there were still teachers
who still experience natural science learning misconceptions, especially on
force, motion, and energy. Relating to force, motion, and energy, they
experienced misconceptions that cause students to experience misconceptions
about natural science learning. Thus, it needs to be followed up so that future
generations can understand knowledge following the actual concept so that they
can create results that can help their daily life. On the other hand, the role
of various parties is needed so that mistakes in the natural science concept do
not take place continuously. One of the efforts to stop misconceptions in
natural science learning is to conduct research on these misconceptions and
then repair them so that there will be changes that can change our lives in the
future.
Keywords: Misconceptions;
Natural Science; Force; Motion; Energy
Received
20 November 2021, Revised 30 November 2021, Accepted 10 December 2021
Introduction
Learning is a group of activities intended to promote the
learning process. Teachers need to understand all the educational process
components, the effectiveness, and the efficiency of continuing teaching. To
find these answers, the teacher needs to run through an evaluation process.
Based on the results of the evaluation, the teacher can focus their attention
on students who lack the subject, and also identify the difficulties in gaining
student experience (Nurfiyani et al., 2020).
Normally, students who learn from some subject material
already have previous knowledge about the material they are studying. It also
happens to students who study natural science. Students already have some
experience and natural knowledge. Knowledge is either theoretically true or
false. The occurrence of previous knowledge produces intuitions and
"student theories" about nature and the environment, however, they
are not always theoretically correct. In some countries, teachers, especially
natural science teachers, have begun to investigate misconceptions about
natural science, because misconceptions are common. Most of the students have
inadvertently misconceptions about natural science and kept abreast of
scientific progress. Misconceptions arise from everyday experience and are
difficult to correct. If students are taught natural science without
considering their misconceptions before experiencing the learning process at
school, the teacher will not be able to teach correct scientific concepts. Therefore,
to learn how to correct delusions, it must be expected consistently (Karomah et al., 2018).
When it occurs to scientific subjects, misconceptions
often arise or occur. Natural science is one of the subjects closest to students'
lives. Students often analyze and create scientific concepts that rely less on
expert opinion. Elementary school students refuse to understand the correct
scientific concept, which affects the subsequent learning process and causes a
reduction in student achievement in natural science subjects (Uriyah et al., 2018).
One of the errors or mistakes caused in teaching
elementary natural science is because children still need to learn abstract
concepts at a certain stage of operation, teachers are less than optimal in
teaching management, especially in learning to improve natural natural science research concepts. In natural science
class, misconceptions come from the students (original teaching concepts,
experiences, skills, and interests), from teachers who also have misconceptions,
teaching errors, and old books (Biologi & Dasar,
2014).
From these explanations above, the researcher tries to
find out the misconceptions that still occur in elementary school teachers,
especially teachers in the Jatipuro sub-district.
This research will focus on the material on force, motion, and energy which
have begun to be explained to students in the fourth grade of elementary school.
Method
This research was conducted using a qualitative
descriptive method to provide an explanation of the identification results
related to the misconceptions experienced by elementary school teachers in
science learning materials. The source of the data was obtained based on the
statement of 55 elementary school teachers in Jatipuro
District, which was determined based on the purposive sampling technique.
Furthermore, data collection techniques were carried out through interviews
with the CRI (Certainly of Response Index) method. The data that has been
obtained is then reduced, presented, and concluded and verified as in the
process of qualitative research analysis (Sutopo,
2006).
Results And Discussion
A.
Result
Based
on the questionnaire results given to teachers in elementary schools. There
were several misconceptions about science learning, especially on the force,
motion, and energy material. The researcher gave several questions about force,
motion, and energy and then asked the informant to answer questions that had
been prepared by the researcher. Some of the questions are as follows:
1. If
an object is placed in a vacuum, what will happen to the object?
� The
objects will float
� The
objects will fall to the bottom
� The
object is still above
The
picture above shows Agung riding a horse, meanwhile Amar and Anton are pushing
the wall. See the statement below.
Which statement do you think
is correct?
� Agung
gets the force from the horse, while Amar and Anton get the force from the wall
� Agung
gets the force from the horse, while Amar and Anton don't get the force from
the wall
� Amar
and Anton get the force from the wall, while the horse doesn't give force to
Agung
� Mrs.
Sonya tried to push the cupboard in the office, but the cupboard didn't move.
Which statement is correct?
� The
force created by Mrs. Sonya is smaller than the friction force produced by the
cupboard
� The
force created by Mrs. Sonya is greater than the frictional force produced by
the cupboard
� The
force created by Mrs. Sonya and the frictional force produced by the wardrobe
has the same magnitude
� Defran lifted
the cardboard containing his mother's Eid parcel from the floor to the table
using 2 ways; lifting directly and the help of a sloping object. Which
statement is correct?
� The
effort/work for both methods is the same, however, Defran's
force to push the cardboard parcel on a sloping object is less than the force
of lifting directly
� Defran's
force and work/effort to push the cardboard parcel on a sloping object is less
than the force and effort of lifting directly
� Defran's
work/effort to push the parcel boxes is greater than the effort to lift the
parcel boxes directly, however, Defran's force to
push the parcel boxes on lifting directly is less than the force to lift
directly
� Alvin
tried to lift a box of packaged drinks using two ways; by using his strength
with lifting using his strength then he tried to lift it using a pulley. Which
of the following statements is the most correct?
� The
pulley still makes the force needed by Alvin is smaller than by lifting
directly with his energy
� The
pulley still makes the force needed by Alvin similar to using his energy
directly, it makes Alvin easier to move the force
� The
pulley makes the force needed by Alvin is greater than lifting it directly
From
these five questions conducted by the researchers, the following are the
answers conducted by 55 respondents who came from elementary school teachers :
|
Soal Nomor
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A
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B
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C
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1
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40 respondents
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10 respondents
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5 respondents
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2
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3 respondents
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28 respondents
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24 respondents
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3
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16 respondents
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33 respondents
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6 respondents
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4
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16 respondents
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14 respondents
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25 respondents
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5
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44 respondents
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3 respondents
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8 respondents
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From
these five questions conducted by the researchers, the following are the
answers conducted by 55 respondents who came from elementary school teachers:
Based
on the data results obtained through the questionnaire by google formulir, it showed that, in question number one, 40
respondents answered A, 10 respondents answered B, and 5 respondents answered
C. In question number two, 3 respondents answered A, 28 respondents answered B,
and 24 respondents answered C. In question number three, 16 respondents
answered A, 33 respondents answered B, and 6 respondents answered C. In
question number four, 16 respondents answered A, 14 respondents answered B, 25
respondents answered C. Meanwhile, in question number five, 44 respondents
answered A, 3 respondents answered B, and 8 respondents answered C.
B.
Discussion
The
concepts of motion, force, and energy are included in the basic concepts of
natural science, however, students often misconceptions these concepts. These
misconceptions usually begin from students' intuition and first-hand
experiences, which differ from scientific beliefs. The results are represented
by the motion, force, and energy of the event. In addition, students usually
have experience with the movement, force, and energy phenomena before entering
the classroom. These early ideas and experiences often contrast with standard
scientific concepts and make students� misconceptions.
Misconceptions
or misconceptions in students cannot be separated from the teachers' role in
providing lesson material. Several teachers are still incorrect in
understanding the material or teaching materials given to their students. It
can be seen through the questionnaire results that have been distributed by
researchers to elementary school teachers through Google Form. For question
number one from 55 respondents, only 10 respondents answered correctly. The
problem on number one discusses the gravitational force of an object if it is
in a vacuum. Several respondents experience misconceptions because they often
watch television shows or news about outer space. Due to they often get
information that astronauts float in a vacuum, teachers often associate gravity
with a vacuum, thus they tend to answer A (40 respondents answered A). The
answer is not correct because the lack of air in the tube does not mean they
lack gravity, because the force of gravity is an attractive force between
objects.
For
question number two, only 3 respondents answered correctly. In these questions,
the teacher tends to ask the type of force on the picture. The teacher will
explain muscle force, spring force, mechanical force, gravitational force,
electric force, and magnetic force. However, it creates an understanding that
objects that do not perform to the group cannot use force. Several teachers
have misconceptions because of it. Thus, the teacher will assume, the wall
cannot provide force because it is silent. Whereas, a stationary wall can use a
force on a moving object so that the object will not experience a change if the
force pushing the stationary object is less than the force possessed by the
stationary object.
For
question number 3 about objects at rest about the large friction force. 6 respondents
answered correctly for this question. Due to the teacher's lack of
understanding about this material, elementary students often experience
misconceptions about this material. If the frictional force on the cupboard is
not greater than the force generated by Mrs. Sonya, the cupboard will
automatically move in Mrs. Sonya's direction. Meanwhile, if the friction force
on the cupboard is greater, the cupboard will push Mrs. Sonya so that the
cupboard does not move in Mrs. Sonya's direction. Because the cupboard and Mrs.
Sonya are at rest, the friction between the cupboard and Mrs. Sonya is similar.
Thus, the correct answer is C.
For
question number four, 16 respondents answered correctly. This question
discusses a simple machine to reduce the work/ effort. In this case, it shows that
a simple machine is used to make work easier, not to give a smaller force due
to the use of a simple machine. All of them still depend on the simple machine
type used and its advantages.
For
question number five, still discussing simple planes. Unfortunately, only 3
respondents could answer correctly. Many teachers mistakenly assume the use of
pulleys is to reduce the force. The use of pulleys still needs body muscles to
assist in the use of the pulley process. In everyday life, pulleys are used to
make it easier for someone to complete activities that require considerable
energy. Thus, besides the pulley factor used, the energy used to move the
pulley is a factor in the size of the force generated.
Conclusion
Based on the results of the research, it can be concluded,
there are still several teachers who still experience misconceptions about
natural science learning, especially on force, motion, and energy. On the
questions about vacuum and the gravity force, only 10 respondents answered
correctly. In the question about inanimate objects that do not move the force,
only 3 respondents answered correctly. The question about objects at rest due
to frictional forces is correct, only 6 respondents answered correctly. Lastly,
the question about a simple plane, only 3 respondents answered correctly.
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