IDENTIFIKASI MISKONSEPSI PADA MATERI GIZI UNTUK TUMBUH KEMBANG ANAK MELALUI THREE TIER DIAGNOSTIC TEST
Keywords:
miskonsepsi, three tier diagnstic test, dan gizi tumbuh kembangAbstract
Untuk mengetahui miskonsepsi mahasiswa terkait dengan konsep gizi untuk tubuh kembang anak melalui three-tier diagnostic test dengan model pembelajaran inkuiri merupakan tujuan dari penelitia ini. Dalam penelitian tersebut, miskonsepsi ditentukan melalui soal test pilihan ganda yang disertai dengan alasan jawaban dan lapisan ketiga ada kepastian jawaban. Partisipan yang digunakan berjumlah 35 mahasiswa pada tahun jaran 2019/2020. Dalam perangkat pengumpulan data, mahasiswa diminta mengerjakan soal three tier diagnostic test, analisis data menggunakan komputasi. Hasil analisis tes menunjukkan beberapa mahasiswa mengalami miskonsepsi pada konsep gizi untuk tumbuh kembang anak
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References
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[23] H. O. Arslan, C. Cigdemoglu, and C. Moseley, “A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain,” Int. J. Sci. Educ., vol. 34, no. 11, pp. 1667–1686, 2012.
[24] Ö. Göncü, “Identifying fifth and seventh grade elementary school students’ misconceptions in astronomy concepts,” Unpubl. master’s thesis). Mehmet Akif Ersoy Univ. Burdur, Turkey, 2013.
[25] J. A. Maluccio, J. Hoddinott, J. R. Behrman, R. Martorell, A. R. Quisumbing, and A. D. Stein, “The impact of improving nutrition during early childhood on education among Guatemalan adults,” Econ. J., vol. 119, no. 537, pp. 734–763, 2009.
[26] I. Caleon and R. Subramaniam, “Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves,” Int. J. Sci. Educ., vol. 32, no. 7, pp. 939–961, 2010.
[27] Y. Kutluay, “Diagnosis of eleventh grade students’ misconceptions about geometric optic by a three-tier test,” Unpubl. master thesis, Middle East Tech. Univ. Ankara, 2005.
[2] I. A. S. Ekayati and D. I. Efendi, “PROFIL PRAKONSEPSI MAHASISWA PADA KONSEP PENGENALAN WARNA PADA ANAK USIA DINI,” Pros. SNasPPM, vol. 3, no. 1, pp. 96–99, 2018.
[3] L. A. Fayer, Student and instructor perceptions of the use of inquiry practices in a biology survey laboratory course. University of South Dakota, 2010.
[4] D. E. Brown and J. Clement, “Misconceptions concerning Newton’s law of action and reaction: The underestimated importance of the third law,” in Proceedings of the Second International Seminar: A Misconceptions and Educational Strategies in Science and Mechanics, 1987, vol. 3, pp. 39–53.
[5] I. A. S. Ekayati and D. I. Efendi, “Implementasi Model Pembelajaran Modified Inquiry pada Konsep Pengenalan Warna Anak Usia Dini,” Tarbiyatuna Kaji. Pendidik. Islam, vol. 3, no. 1, pp. 1–10, 2019.
[6] L. S. Hirsch and A. M. O’Donnell, “Representativeness in statistical reasoning: Identifying and assessing misconceptions,” J. Stat. Educ., vol. 9, no. 2, 2001.
[7] K. Moodley and E. Gaigher, “Teaching electric circuits: Teachers’ perceptions and learners’ misconceptions,” Res. Sci. Educ., vol. 49, no. 1, pp. 73–89, 2019.
[8] R. Artdej, T. Ratanaroutai, R. K. Coll, and T. Thongpanchang, “Thai Grade 11 students’ alternative conceptions for acid–base chemistry,” Res. Sci. Technol. Educ., vol. 28, no. 2, pp. 167–183, 2010.
[9] A. Ayas, H. Özmen, and M. Çalik, “STUDENTS’CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL,” Int. J. Sci. Math. Educ., vol. 8, no. 1, pp. 165–184, 2010.
[10] R. Tytler, “A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression,” Int. J. Sci. Educ., vol. 22, no. 5, pp. 447–467, 2000.
[11] S. B. BouJaoude, “A study of the nature of students’ understandings about the concept of burning,” J. Res. Sci. Teach., vol. 28, no. 8, pp. 689–704, 1991.
[12] S. Novick and J. Nussbaum, “Junior high school pupils’ understanding of the particulate nature of matter: an interview study.,” Sci. Educ., vol. 62, no. 3, pp. 273–281, 1978.
[13] B. Butts and R. Smith, “HSC chemistry students’ understanding of the structure and properties of molecular and ionic compounds,” Res. Sci. Educ., vol. 17, no. 1, pp. 192–201, 1987.
[14] M. J. Sanger and T. J. Greenbowe, “Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells,” J. Res. Sci. Teach. Off. J. Natl. Assoc. Res. Sci. Teach., vol. 34, no. 4, pp. 377–398, 1997.
[15] T. Pinarbasi, M. Sozbilir, and N. Canpolat, “Prospective chemistry teachers’ misconceptions about colligative properties: boiling point elevation and freezing point depression,” Chem. Educ. Res. Pract., vol. 10, no. 4, pp. 273–280, 2009.
[16] D. K. Gurel, A. Eryilmaz, and L. C. McDermott, “A review and comparison of diagnostic instruments to identify students’ misconceptions in science,” Eurasia J. Math. Sci. Technol. Educ., vol. 11, no. 5, pp. 989–1008, 2015, doi: 10.12973/eurasia.2015.1369a.
[17] D. F. Treagust, “Development and use of diagnostic tests to evaluate students’ misconceptions in science,” Int. J. Sci. Educ., vol. 10, no. 2, pp. 159–169, 1988, doi: 10.1080/0950069880100204.
[18] U. Kanli, “A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts,” Eurasia J. Math. Sci. Technol. Educ., vol. 10, no. 5, pp. 471–479, 2014.
[19] H. Peşman and A. Eryılmaz, “Development of a three-tier test to assess misconceptions about simple electric circuits,” J. Educ. Res., vol. 103, no. 3, pp. 208–222, 2010.
[20] M. Poland, B. van Oers, and J. Terwel, “Schematising activities in early childhood education,” Educ. Res. Eval., vol. 15, no. 3, pp. 305–321, 2009.
[21] E. Taslidere, “Development and use of a three-tier diagnostic test to assess high school students’ misconceptions about the photoelectric effect,” Res. Sci. Technol. Educ., vol. 34, no. 2, pp. 164–186, 2016.
[22] K. C. D. Tan, N. K. Goh, L. S. Chia, and D. F. Treagust, “Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis,” J. Res. Sci. Teach. Off. J. Natl. Assoc. Res. Sci. Teach., vol. 39, no. 4, pp. 283–301, 2002.
[23] H. O. Arslan, C. Cigdemoglu, and C. Moseley, “A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain,” Int. J. Sci. Educ., vol. 34, no. 11, pp. 1667–1686, 2012.
[24] Ö. Göncü, “Identifying fifth and seventh grade elementary school students’ misconceptions in astronomy concepts,” Unpubl. master’s thesis). Mehmet Akif Ersoy Univ. Burdur, Turkey, 2013.
[25] J. A. Maluccio, J. Hoddinott, J. R. Behrman, R. Martorell, A. R. Quisumbing, and A. D. Stein, “The impact of improving nutrition during early childhood on education among Guatemalan adults,” Econ. J., vol. 119, no. 537, pp. 734–763, 2009.
[26] I. Caleon and R. Subramaniam, “Development and application of a three‐tier diagnostic test to assess secondary students’ understanding of waves,” Int. J. Sci. Educ., vol. 32, no. 7, pp. 939–961, 2010.
[27] Y. Kutluay, “Diagnosis of eleventh grade students’ misconceptions about geometric optic by a three-tier test,” Unpubl. master thesis, Middle East Tech. Univ. Ankara, 2005.
