Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

This research aims to identify the science misconceptions of elementary school students using CRI (Certainty of Response Index), as well as to describe the factors of students' misconceptions at Primary school Muhammadiyah 8 Tulangan. This research uses the descriptive qualitative method. The subjects used in this study were class V, totaling 26 students. Data collection techniques using the test, interviews, and documentation. Based on the results obtained from the research as a whole, the highest misconception is about the concept of the effect of temperature on changes in the shape of objects by 44.70%, the concept of temperature and heat by 39.42%, and the lowest misconception is about the concept of object properties by 32.04%. From the results of research using the CRI (Certainty of Response Index) method, several factors cause misconceptions, namely from the students themselves who come from the initial concept and students wrong intuition, then misconceptions from the teacher, as well as incomplete book explanations. So it can be concluded that science learning during the covid-19 pandemic caused misconceptions for students of Primary school Muhammadiyah 8 Tulangan

CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS

In the era of universal and compulsory education, in which attention is paid to the ability to think scientifically, there should be no room for unscientific views. However, unscientific theories often appear in the media, and they find numerous supporters. Therefore, it was decided to investigate which of the common beliefs about the "chemical vs. natural" pair are believed by Poles. And whether belief in unscientific myths depends on gender, age, level of education or its type. Checking these relationships will allow, inter alia, to evaluate the effectiveness of science education in Poland. Within 4 years, the beliefs of 2,473 people were examined. The obtained results show that the universality of education does not prevent misconceptions. There was also no correlation between the correctness of the answers to the questions on age, gender, education level or its type. It seems that the way science is taught should be completely modified in such a way that students can distinguish truth from myth. Keywords: science misconceptions, common beliefs, fake news

PENERAPAN MODUL PENILAIAN MISKONSEPSI IPA MATERI SUHU DAN KALOR TERINTEGRASI CRI (Certainly Of Response Index) MELALUI METODE BLENDED LEARNING

A B S T R A C TThis study was taken based on the results of observations and interviews of researchers at SMP Negeri 2 Lubuklinggau which showed that many students had misconceptions in science about temperature and heat, as many as 84 percent of students had misconceptions about the concept of changing temperature from Celsius to Fahrenheit, 75% of students did not understand the meaning of temperature and heat material In everyday life, students' misconceptions about changes in the state of matter and factors of heat change. This study aims (1) how to analyze students' misconceptions on temperature and heat material after applying the Blended Learning model and (2) measure the validity and practicality of the temperature and heat science misconception assessment module according to students' needs. The location of this research is SMP Negeri 2 Lubuklinggau City. This research was conducted in Class VII.1 and VII.2 even semesters, namely from January to July 2021. The development model used was the Borg and Gall models. Data collection techniques in this study 1) documentation based on the CRI Diagnostic Test, 2) interviews, and 3) questionnaires. Analysis of the data that has been collected was analyzed by quantitative descriptive. Based on the results of research using the temperature and heat science misconceptions assessment module, the validity level is 37.5% (valid), the average field test student response is 3.8 with a very practical category and the effectiveness of the science misconception assessment module increases the number of students who understand the concept of using the Blended Learning model of 95.03% (very good). The effectiveness of the module is seen from the student's test scores after using the Science misconceptions assessment module for Temperature and Heat material. There are 80 students who take the test. There are 12 students who understand the concept and 68 students still have misconceptions.

The Development of Three Tier Test (TTT) Instruments to Identify Students Misconceptions on Material in Elementary

The purpose of this study is to develop the assessment instruments used in testing the level of science misconceptions in high grade elementary school. The instrument used is a Three-tier test (TTT) This research is a Research and Development (R&D) research that is a method of conducting research for research that produces a product, and testing the effectiveness of the product. The research stages are as follows: (1) Data Collection and Literature Studies, (2) Product Description and Design, (3) Small Scale Trials, (4) Product Analysis and Revision, (5) Broad-Scale Trials, and (6) Product Analysis and Revision. The research conducted at SDN 5 Sukagalih, Tarogong Kidul District, Garut on a small scale and for a large scale at SDN 1,2,3,4 and 5 Sukagalih, Tarogong Kidul District, Garut. Based on the results of the research obtained data that by using TTT instruments teachers can find out how much quantity of students are misconceptions, trials are conducted on a small scale and large scale and each is carried out 2 stages, namely the stage before the revision and after the revision of the instrument. The results of phase I tests on a large scale many students experienced misconceptions of 62.7% and the phase II test after instrument revision showed a significant decrease to 32.65% of students who experienced misconceptions, the presentation of a decrease in the quantity of misconceptions for large scale was 52.86%. the result was quite significant compared to the small scale which decreased by only 24.61%. The results showed that by using TTT techniques teachers will easily identify the quantity of students who misconception and for the next the teacher will provide treatment to students to lower the quantity.