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Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School

Jurnal Pendidikan IPA Indonesia · Vol. 11 No. 3 (2022) · pp. 500–510

DOI
10.15294/jpii.v11i3.37696
ISSN
2089-4392, 2339-1286
Published
2022-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aims to understand the tendency of science misconceptions about forces and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models.

Keywords

Collaboration network of the authors

11 authors · 24 co-authorship links · 14 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sunan Kalijaga State Islamic University Yogyakarta
  • Universitas Islam Negeri Salatiga
  • Yogyakarta State University
  • University of Southampton
  • Politeknik Siber dan Sandi Negara
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Zuhdan Kun PrasetyoYogyakarta State University1
Arsanti Dwi UtamiUniversity of Southampton1
Uswatun ChasanahSunan Kalijaga State Islamic University Yogyakarta1
Lusiana LusianaSunan Kalijaga State Islamic University Yogyakarta1
Veni Veronica SiregarSunan Kalijaga State Islamic University Yogyakarta1
Amiruddin AmiruddinPoliteknik Siber dan Sandi Negara1
Tiarani MirelaSunan Kalijaga State Islamic University Yogyakarta1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School</dc:title>
	<dc:creator>Munastiwi, E.</dc:creator>
	<dc:creator>Saputro, B.</dc:creator>
	<dc:creator>Fatonah, S.</dc:creator>
	<dc:creator>Suhendro, E.</dc:creator>
	<dc:subject xml:lang="en-US">individual; misconception; obstacle; performance; teaching</dc:subject>
	<dc:description xml:lang="en-US">This study aims to understand the tendency of science misconceptions about forces and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-09-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/37696</dc:identifier>
	<dc:identifier>10.15294/jpii.v11i3.37696</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 11, No 3 (2022): September 2022; 500-510</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/37696/13454</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/37696/10204</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/37696/10205</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Jurnal Pendidikan IPA Indonesia</dc:rights>
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