UNDERSTANDING OF ELEMENTARY SCHOOL TEACHERS ON THE NATURAL SCIENCE CONCEPT ON PHYSICAL ASPECT Anatri Desstya (a*), Zuhdan K Prasetyo (b), Suyanta (c)
a) Ph.D. scholar, Science Education program, Yogyakarta State University, Jalan Colombo No 1 55281, Indonesia.
*ad121[at]ums.ac.id
b) Department of Sciences Education,Yogyakarta State University, Jalan Colombo No 1 55281, Indonesia.
c) Department of Chemistry Education, Yogyakarta State University, Jalan Colombo No 1 55281, Indonesia
Abstract
To avoid errors in understanding the concept of physics sustainably, misconception of physics needs to be diagnosed, both students and teachers in elementary or secondary education. However, this diagnosis is still rarely done in teachers at elementary school. This study is to describe and identify misconceptions on the understanding of the concept of physics in elementary school teachers. This is a qualitative research. The respondent are 14 elementary school teachers in Surakarta, with stratified purposive sampling. Collecting data with test dan interview, with open response essay test and an interview sheet. The process of analysis through data collection, data reduction, and withdrawal of conclusions, done inductively. The results: 22,99% teachers have a scientific understanding of the concept, misconception category of 66,43%, and 3,57% not understand category. Misconceptions absolutely occur in the understanding of the time object to arrive at the ground. Misconceptions are categorized high on the concept of 1) the force of gravity (92,86%), 2) light velocity (92,86%), 3) frequency and amplitudo (85,71%), 4) static electric force 78,57%), and 5) visible object by eye (57,15%). The conclusion that the understanding of elementary school teachers on the concept of physical science shows different levels and varies
Keywords: misconception, science, physics, elementary school teacher
Topic: Teaching and Learning in Science, Technology, Engineering, and Mathematics
