Analyzing Students’ Misconceptions, Incomprehension and Gender Differences in Understanding Earth's Rotation-Revolution Concept Using Two-Tier Diagnostic Test
Keywords:
Misconception, Incomprehension, Gender Differences, Two-Tier Diagnostic Test, Earth’s rotation and revolutionAbstract
Abstract
Earth's rotation and revolution is an important astronomy content in science learning at elementary school. The need for a good understanding of abstract concepts is often the cause of students' misconceptions and incomprehension due to the difficulty of visualizing the material through the explanation given. This study aims to analyze misconceptions, incomprehension and the influence of gender on students' concept understanding of the concept of rotation and revolution of the earth. The data collection method used is a survey with a Two-tier diagnostic test instrument assisted by Certainty Response Index (CRI) consisting of statement indicators with true-false answers and three categories of student confidence levels in the initial answer. The sample of this study was grade VI students totaling 133 students from seven elementary schools in the Banyumas and Cilacap regions with 66 male and 67 female students. The data obtained were then analyzed descriptively quantitatively using percentages with data presentation in the form of bar charts and tables. The results showed that most grade VI students experienced misconceptions and incomprehension of the concept of earth rotation and revolution, especially on the concept of the impact of the tilt of the earth's axis and the impact of the sun's movement on the earth. Then it was found that the percentage of female students' concept understanding was higher than that of male students. This finding indicates the need for the development of interactive learning media with appropriate and realistic visualizations so that it can help students understand abstract concepts more easily.
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