Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test

Imaduddin, Muhamad; Shofa, Muhammad Mujahidus; Riza, Muhammad Fatkhur; Fikri, Achmad Ali

doi:10.11591/ijere.v12i3.24603

Open access Journal SINTA 1

Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 3 (2023) · pp. 1626–1636

DOI: 10.11591/ijere.v12i3.24603
ISSN: 2620-5440, 2252-8822
Published: 2023-09-01
Publisher: Institute of Advanced Engineering and Science
Language: eng
License: creativecommons.org/licenses/by-nc/4.0

Abstract

This study explored the pre-service basic science teachers’ misconceptions using a six-tier diagnostic (STD) test. This study used a cross-sectional survey research model with respondents, namely pre-service basic science teachers (PBSTs) who are first-year students. The six-tier diagnostic test consisted of three questions about change in matter (CIM), classification of matter (COM), and separation of mixtures (SOM). Each test package consists of six questions ranging from questions at the macroscopic level, microscopic communication, level of confidence, symbolic visualization to represent microscopic conditions, and self-confidence in representing concepts. The combination of answers and decisions in six-tier diagnostic includes scientific conception (SC), almost scientific conception (ASC), lack of confidence (LC), lack of knowledge (LK), misconception (MSC), have no conception (HNC). The study showed that the conceptual mastery condition is dominated by the misconceptions (MSC) category. The condition for pre-service basic science teachers’ mastery concepts having the most scientific conception category is related to changes in matter (CIM), while the condition that shows the least scientific conception category is related to material classification (COM). The results can map the conditions of mastery of the pre-service basic science teachers’ concept so that strategies can be designed to correct the emerging misconceptions.

Keywords

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Co-author	Organisation	Joint articles
Sulasfiana Alfi Raida	Affiliation unknown	1
Nukhbatul Bidayati Haka	Affiliation unknown	1
Didi Nur Jamaludin	Affiliation unknown	1
Andi Asyhari	Affiliation unknown	1
Irma Yuniar Wardhani	Affiliation unknown	1
Salmanera Senja Lopiani	Affiliation unknown	1
Muhammad Naufal Muzakki	Affiliation unknown	1
Wahyunisa Maulia Fahmi	Affiliation unknown	1
Ulfa Lutfianasari	Affiliation unknown	1
Devy Lestari	Affiliation unknown	1
Rosi Oktiani	Affiliation unknown	1

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) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en-US">Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test</dc:title>
	<dc:creator>Imaduddin, Muhamad</dc:creator>
	<dc:creator>Shofa, Muhammad Mujahidus</dc:creator>
	<dc:creator>Riza, Muhammad Fatkhur</dc:creator>
	<dc:creator>Fikri, Achmad Ali</dc:creator>
	<dc:subject xml:lang="en-US">Misconceptions; Pre-service basic science teachers; Six-tier diagnostic test</dc:subject>
	<dc:description xml:lang="en-US">This study explored the pre-service basic science teachers’ misconceptions using a six-tier diagnostic (STD) test. This study used a cross-sectional survey research model with respondents, namely pre-service basic science teachers (PBSTs) who are first-year students. The six-tier diagnostic test consisted of three questions about change in matter (CIM), classification of matter (COM), and separation of mixtures (SOM). Each test package consists of six questions ranging from questions at the macroscopic level, microscopic communication, level of confidence, symbolic visualization to represent microscopic conditions, and self-confidence in representing concepts. The combination of answers and decisions in six-tier diagnostic includes scientific conception (SC), almost scientific conception (ASC), lack of confidence (LC), lack of knowledge (LK), misconception (MSC), have no conception (HNC). The study showed that the conceptual mastery condition is dominated by the misconceptions (MSC) category. The condition for pre-service basic science teachers’ mastery concepts having the most scientific conception category is related to changes in matter (CIM), while the condition that shows the least scientific conception category is related to material classification (COM). The results can map the conditions of mastery of the pre-service basic science teachers’ concept so that strategies can be designed to correct the emerging misconceptions.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
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	<dc:date>2023-09-01</dc:date>
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	<dc:identifier>10.11591/ijere.v12i3.24603</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 3: September 2023; 1626-1636</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i3</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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