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Exploring Science Teacher Prospective Misconception in Hydrocarbon: a Diagnostic Three Tiers Test

Unnes Science Education Journal · Vol. 14 No. 2 (2025) · hlm. 222–235

DOI
10.15294/usej.v14i2.22026
ISSN
2502-6232, 2252-6617
Terbit
2025-07-29
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Chemistry learning is considered a difficult and complex subject for some students and prospective science teachers. For this reason, it is necessary to know the understanding related to chemistry learning, especially on hydrocarbon materials so as not to cause misconceptions. The aim of this research is to identify organic chemistry misconceptions among prospective science teacher students regarding hydrocarbon material, namely the characteristics of hydrocarbons and isomers of chemical compounds. This research approach was qualitative using descriptive analyze combined with systematic literarature review and bibliometric. Determining misconceptions using a modified three tiers diagnostic test. The research subjects were 12 students and the questions tested were 10 essay questions. The results of the research showed that high misconceptions (81.2%) regarding naming, chemical reactions, isomers, and chirality, highlighting the prevalence of misconceptions in basic concepts. This research emphasizes the importance of good concept understanding to prevent misconceptions among prospective science teachers.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Exploring Science Teacher Prospective Misconception in Hydrocarbon: a Diagnostic Three Tiers Test</dc:title>
	<dc:creator xml:lang="en">Hayati, Muriani Nur </dc:creator>
	<dc:creator xml:lang="en">Riyanta, Aldi Budi </dc:creator>
	<dc:subject xml:lang="en">Diagnostic Test</dc:subject>
	<dc:subject xml:lang="en">Misconception</dc:subject>
	<dc:subject xml:lang="en">Organic Course</dc:subject>
	<dc:subject xml:lang="en">Three Tier</dc:subject>
	<dc:description xml:lang="en">Chemistry learning is considered a difficult and complex subject for some students and prospective science teachers. For this reason, it is necessary to know the understanding related to chemistry learning, especially on hydrocarbon materials so as not to cause misconceptions. The aim of this research is to identify organic chemistry misconceptions among prospective science teacher students regarding hydrocarbon material, namely the characteristics of hydrocarbons and isomers of chemical compounds. This research approach was qualitative using descriptive analyze combined with systematic literarature review and bibliometric. Determining misconceptions using a modified three tiers diagnostic test.  The research subjects were 12 students and the questions tested were 10 essay questions. The results of the research showed that high misconceptions (81.2%)  regarding naming, chemical reactions,  isomers, and chirality, highlighting the prevalence of misconceptions in basic concepts. This research emphasizes the importance of good concept understanding to prevent misconceptions among prospective science teachers.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-07-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/22026</dc:identifier>
	<dc:identifier>10.15294/usej.v14i2.22026</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 2 (2025): August 2025; 222-235</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/22026/6175</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
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