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A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Jurnal Pendidikan IPA Indonesia · Vol. 8 No. 2 (2019) · pp. 247–266

DOI
10.15294/jpii.v8i2.18649
ISSN
2089-4392, 2339-1286
Published
2019-06-28
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

A misconception is well-known as a barrier to students in learning science. Some topics in science learning are always giving misconception to novice students, and there have been various kinds of diagnostic assessment used by researchers to identify student misconceptions in science. This present study provides information about an overview of the common topics that students usually get misconception in science, and diagnostic assessment used to identify students’ misconception in science. This review also provides a comparison of every instrument with the weaknesses and the strengths reviewed from a total 111 articles that had published from the year 2015 to 2019 in the leading journal having the topic of students’ misconceptions in science. This study revealed that 33 physics, 12 chemistry, and 15 biology concepts in science that mainly caused misconceptions to students. Furthermore, it found that interview (10.74%), simple multiple-choice tests (32.23%) and multiple tier tests (33.06%), and open-ended tests (23.97%) are commonly used as diagnostic tests. However, every kind of tests has benefits and drawbacks over the other when it is used in assessing student conception. An expert user like teachers and researchers must be aware when using diagnostic assessment in the learning process, exceptionally to construct student conception. This study is expected to help researchers and teachers to decide the best instrument to be used in assessing student misconceptions and to examine the common science topics that caused misconceptions.

Keywords

Collaboration network of the authors

12 authors · 26 co-authorship links · 21 across different organisations

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

  • Universitas Islam Negeri Raden Intan Lampung
  • University of Szeged
  • Yogyakarta State University
  • Pakuan University
  • Universitas Kuningan
  • Tanjungpura University
  • Universitas Ahmad Dahlan
  • Other organisations
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ardian AsyhariUniversitas Islam Negeri Raden Intan Lampung1
Agus JatmikoUniversitas Islam Negeri Raden Intan Lampung1
İrwandani IrwandaniUniversitas Islam Negeri Raden Intan Lampung1
Jumadi JumadiYogyakarta State University1
Moh. Irma SukarelawanUniversitas Ahmad Dahlan1
Heru KuswantoYogyakarta State University1
Fitri Nur HikmahUniversitas Islam Negeri Antasari Banjarmasin1

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.
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	<dc:title xml:lang="en-US">A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools</dc:title>
	<dc:creator>Soeharto, S.</dc:creator>
	<dc:creator>Csapó, B.</dc:creator>
	<dc:creator>Sarimanah, E.</dc:creator>
	<dc:creator>Dewi, F. I.</dc:creator>
	<dc:creator>Sabri, T.</dc:creator>
	<dc:subject xml:lang="en-US">diagnostic assessment, science, misconceptions</dc:subject>
	<dc:description xml:lang="en-US">A misconception is well-known as a barrier to students in learning science. Some topics in science learning are always giving misconception to novice students, and there have been various kinds of diagnostic assessment used by researchers to identify student misconceptions in science. This present study provides information about an overview of the common topics that students usually get misconception in science, and diagnostic assessment used to identify students’ misconception in science. This review also provides a comparison of every instrument with the weaknesses and the strengths reviewed from a total 111 articles that had published from the year 2015 to 2019 in the leading journal having the topic of students’ misconceptions in science. This study revealed that 33 physics, 12 chemistry, and 15 biology concepts in science that mainly caused misconceptions to students. Furthermore, it found that interview (10.74%), simple multiple-choice tests (32.23%) and multiple tier tests (33.06%), and open-ended tests (23.97%) are commonly used as diagnostic tests. However, every kind of tests has benefits and drawbacks over the other when it is used in assessing student conception. An expert user like teachers and researchers must be aware when using diagnostic assessment in the learning process, exceptionally to construct student conception. This study is expected to help researchers and teachers to decide the best instrument to be used in assessing student misconceptions and to examine the common science topics that caused misconceptions.</dc:description>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 8, No 2 (2019): June 2019; 247-266</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v8i2</dc:source>
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	<dc:rights xml:lang="en-US">Copyright (c) 2019 Jurnal Pendidikan IPA Indonesia</dc:rights>
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