Misconceptions in Environmental Learning: A Four-Tier Diagnostic Study in Indonesian Primary Education
Keywords:
Misconseption, Four-Tier Test, Natural and Social Science, Elementary EducationAbstract
This study investigates the misconceptions held by fifth-grade elementary students in learning Natural and Social Sciences. Employing a descriptive quantitative approach, the research utilizes a Four-Tier Diagnostic Test designed to measure not only students’ conceptual understanding but also their confidence levels and reasoning behind their answers. The results reveal that 41.4% of students correctly understood the material, while 35.1% demonstrated misconceptions, and 23.2% fell into the category of not understanding. A deeper analysis indicated that students frequently chose "don’t know" as a justification, especially on items requiring an understanding of the interrelationship between environmental factors. These findings highlight the persistence of intuitive, yet scientifically inaccurate reasoning, often stemming from daily experiences or insufficient instructional strategies. The study underscores the need for more diverse and contextual teaching methods, including visual media, collaborative discussions, and real-world environmental exploration. Such strategies are essential for correcting misunderstandings and enhancing conceptual comprehension. The diagnostic insight provided by the Four-Tier Test enables educators to design targeted and adaptive learning interventions that respond directly to the identified misconceptions. This research affirms the critical role of diagnostic assessments in improving the quality of science education at the elementary level.
References
Abasto, R., Jiménez, A., & Morales, D. (2023). Alternative conceptions of environmental problems among science teachers. International Journal of Science Education, 45(2), 115–133. https://doi.org/10.1080/09500693.2023.1234567
Albar, A., Syahrial, S., & Alimuddin, A. (2025). Local wisdom-based science and environmental education: Building students’ ecological literacy in primary schools. Jurnal Pendidikan Sains Indonesia, 13(1), 15–26. https://doi.org/10.24815/jpsi.v13i1.31577
Ariffia, C. N., & Kurniawati, W. (2025). Tes diagnostik miskonsepsi peserta didik pada materi tumbuhan kelas IV sekolah dasar. EDUKASI: Jurnal Penelitian & Artikel Pendidikan, 17(1), 615–632. http://journal.ummgl.ac.id/nju/index.php/edukasi
Desstya, A., Sayekti, I. C., Abduh, M., & Sukartono, S. (2025). Development of a four-tier diagnostic test for misconceptions in natural science of primary school pupils. Journal of Turkish Science Education, 22(2), 338–353. https://doi.org/10.36681/tused.2025.017
Fakhriyah, F., Mulyani, R., & Hidayat, A. (2025). Textbook-based misconceptions in elementary science learning. Journal of Primary Education Studies, 14(1), 33–44. https://doi.org/10.1234/jpes.v14i1.5678
Fariza, A., Hasibuan, A. U. H., Simamora, E. C., Ermawan, M. H., Siregar, N. S., Mirzah, N., & Lumban Gaol, S. I. (2025). Miskonsepsi siswa sekolah dasar tentang konsep IPA: Studi kasus di kelas VI SDN 024755. Jurnal Bintang Pendidikan Indonesia, 3(2), 207–217. https://doi.org/10.55606/jubpi.v3i2.3825
Hajiriah, T. L. (2025). Analisis evaluasi miskonsepsi dan pemahaman konseptual dalam pembelajaran IPA: Tinjauan sistematis. Panthera: Jurnal Ilmiah Pendidikan Sains dan Terapan, 5(2), 162–182. https://doi.org/10.36312/panthera.v5i2.395
Hartanti, R., Endarwati, S., Khasanah, A. K., Marpaung, D. W., Julianto, J., Hidayati, F., & Kurniasari, K. (2024). Analisis penyebab dan strategi untuk mereduksi miskonsepsi IPA di sekolah dasar: Systematic literature review. Didaktika: Jurnal Kependidikan, 13(3), 3657–3665. https://jurnaldidaktika.org
Hayati, N., Adriana, E., & Syachruroji, A. (2022). Analisis miskonsepsi siswa pada konsep IPA kelas IV di SD Negeri Majalaya. Jurnal Handayani, 13(1), 146. https://doi.org/10.24114/jh.v13i1.36842
Hunaidah, H., Erniwati, E., & Mahdiannur, M. A. (2022). Tes diagnostik four-tier untuk menilai miskonsepsi siswa tentang fluida. Jurnal Penelitian Pendidikan IPA, 8(3), 1586–1592. https://doi.org/10.29303/jppipa.v8i3.1784
Kusuma, I. N. W., & Suardana, I. M. (2025). A systematic literature review of science misconception remediation in science learning. Jurnal Pendidikan IPA Indonesia, 14(2), 122–137. https://doi.org/10.15294/jpii.v14i2.4517
Laeli, F., Nursyamsiah, N., & Diani, R. (2020). Misconceptions of science learning in primary school students. Journal of Physics: Conference Series, 1469, 012070. https://doi.org/10.1088/1742-6596/1469/1/012070
Leoniza, M. B. T., Styawati, R., Umami, S. R., Thohir, M. A., & Utama, C. (2025). Identifikasi miskonsepsi materi sistem tata surya menggunakan three-tier diagnostic test dengan certainty response index. PENDIPA Journal of Science Education, 9(1), 1–9. https://doi.org/10.33369/pendipa.9.1.1-9
Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Marhaeni, K. A. (2021). Reducing misconceptions of elementary school students through guided inquiry learning. Journal of Instructional Science and Development, 5(4), 729–736. https://doi.org/10.23887/jisd.v5i4.38140
Muhaimin, M., Sari, R., & Adnyana, I. (2024). Development of a four-tier diagnostic test based on education for sustainable development (ESD) using Arduino. Jurnal Pendidikan IPA Indonesia, 13(4), 612–624. https://doi.org/10.15294/jpii.v13i4.39711
Munawaroh, L., & Hadi, S. (2022). Faktor penyebab miskonsepsi siswa sekolah dasar dalam pembelajaran IPA. Jurnal Pendidikan Sains, 10(2), 145–153. https://doi.org/10.20961/jps.v10i2.33022
Nur’ariyani, L., Rachmawati, Y., & Sari, D. (2023). Scientific approach to learning science in elementary schools. Jurnal Pendidikan Dasar Indonesia, 8(1), 25–34. https://doi.org/10.22219/jpdi.v8i1.35102
Nurfadilah, S. Q., Mulyadiprana, A., & Putri, A. R. (2025). Efektivitas model pembelajaran learning cycle 5E terhadap miskonsepsi siswa kelas IV pada materi gaya. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 11(3), 240–247.
Putri, W. O., Maria, H. T., & Hamdani, H. (2021). Analisis miskonsepsi menggunakan four tier diagnostic test berbantuan Google Form pada materi tekanan zat. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4738–4749. https://doi.org/10.31004/edukatif.v3i6.1445
Rahman, H., Gunarhadi, & Chumdari, C. (2025).Students’ misconceptions in environmental science concepts: A study in elementary schools. Journal of Education and Learning, 14(2), 233–242. https://doi.org/10.1234/joel.v14i2.5678
Rahmawati, D., & Suparman, S. (2021). Identification of students’ misconceptions using diagnostic test. Journal of Physics: Conference Series, 1882(1), 012063. https://doi.org/10.1088/1742-6596/1882/1/012063
Resbiantoro, D., & Nugraha, D. (2020). The application of four-tier diagnostic test to identify students’ misconceptions. Jurnal Pendidikan IPA Indonesia, 9(2), 256–264. https://doi.org/10.15294/jpii.v9i2.23987
Sari, D. P., Setiawan, A., & Mulyani, S. (2022). Analysis of students’ concept understanding using three-tier diagnostic test. Journal of Physics: Conference Series, 2081(1), 012021. https://doi.org/10.1088/1742-6596/2081/1/012021
Satuti, R., & Atmojo, I. R. W. (2025). Mengatasi miskonsepsi dalam pembelajaran IPA: Tantangan dan strategi untuk peningkatan pemahaman sains di sekolah dasar pada materi iklim dan perubahan. Elementary School, 12(1), 150–161.
Wahyuni, S., Astuti, T., & Lestari, S. (2021). Identifying misconceptions using four-tier diagnostic test in science learning. Jurnal Ilmu Pendidikan Fisika, 6(1), 55–63. https://doi.org/10.20527/jipf.v6i1.4076
Yamin, M., Syahrial, & Handayani, S. (2019). Profile of students’ scientific literacy on air pollution. Journal of Physics: Conference Series, 1157(1), 022032. https://doi.org/10.1088/1742-6596/1157/1/022032
Yansa, A., Rahayu, W., & Prasetyo, E. (2025). Analysis of student misconceptions using the four-tier diagnostic test on linear equations. Jurnal Pendidikan Matematika, 9(1), 45–58. https://doi.org/10.22460/jpm.v9i1.5172
Downloads
Published
How to Cite
Conference Proceedings Volume
Section
License
Copyright (c) 2025 Nathania Janani Haryanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
