ANALISIS MISKONSEPSI MENGGUNAKAN FOUR-TIER DIAGNOSTIC TEST PADA PEMBELAJARAN IPAS SISWA KELAS V SD

Abstract

Effective learning is learning that enables students to achieve maximum progress according to their abilities. In the process of achieving effective learning, various challenges arise, resulting in suboptimal student learning outcomes. These issues are not always related to intelligence but also to student psychology. Misconceptions occur when students' conceptual understanding does not align with scientifically accepted concepts. One way to address this issue is through the use of diagnostic tests. This research falls into the development category, developing a four-tier diagnostic test instrument for ecosystems. The purpose of this study is to report the results of the development of a four-tier diagnostic test instrument for ecosystems. The instrument, consisting of 10 questions, was administered to 15 students and analyzed into three categories: "understanding the concept, misconceptions, and not understanding the concept."

Fifth-grade students at SDN Karangsari 01 experienced misconceptions in the Ecosystems topic. These difficulties led to errors in conceptual understanding, which ultimately hindered optimal learning outcomes. Based on these issues, researchers need to conduct a more in-depth study using the Four-Tier Diagnostic Test. Based on the research results, it was found that a total of 24.67% of fifth-grade students at SDN Karangsari 01 were identified as having misconceptions after being tested using the four-tier diagnostic test on ecosystems. 38.67% of students understood the concepts, while 36.67% did not. Therefore, the developed diagnostic test can be used as a tool for teachers to map students' conceptual understanding and misconceptions on ecosystems as a basis for improving learning.