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Analyzing Misconceptions Using Four-tier Test on the Topic of Vibration: A Survey of Pre-service Science Teachers

Unnes Science Education Journal · Vol. 14 No. 1 (2025) · pp. 1–15

DOI
10.15294/usej.v14i1.20612
ISSN
2502-6232, 2252-6617
Published
2025-04-18
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Vibration is one of the essential topics in science education. Pre-service science teachers still often experience difficulties in learning this topic. There are several previous studies related to misconceptions on the topic of vibration. However, research on misconceptions in pre-service science teachers is still limited. This study aimed to analyze pre-service science teachers' misconceptions on the topic of vibration. This research uses a quantitative approach with a survey method. The research instruments include a four-tier test and interviews. The participants in this study consist of 96 pre-service science teachers from a university in Bandung, Indonesia. The results of the analysis showed that pre-service science teachers who had Scientific Knowledge were 31.1%, lack of knowledge 26.9%, misconception 8.0%, false positive 1.8%, and false negative 2.2%. The most common misconception found relates to the relationship between frequency and mass. The perception of pre-service science teachers regarding the four-tier test questions is very easy 0%, easy 6.7%, neutral 36.7%, difficult 53.3%, and very difficult 3.3%. The findings show that many pre-service science teachers still have misconceptions about the topic of vibration so lecturers should strengthen the concepts of Fundamental Physics first before students take advanced physics courses.

Keywords

Collaboration network of the authors

37 authors · 90 co-authorship links · 20 across different organisations

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

  • Indonesia University of Education
  • State University of Medan
  • Universiti Sains Malaysia
  • National University of Malaysia
  • Farhangian University
  • University of Technology Malaysia
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Eka Cahya PrimaIndonesia University of Education2
Adi RahmatIndonesia University of Education2
Muhammad Fahriza AmriIndonesia University of Education1
Maslawati Bt. MohamadNational University of Malaysia1
Muslim MuslimIndonesia University of Education1
Rizki ZakwandiIndonesia University of Education1
Amir KarimiFarhangian University1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
W. H. AkmalAffiliation unknown1
Riandi RiandiIndonesia University of Education1
Ghevira Syaharani Aulia MuharamIndonesia University of Education1
Irma Rahma SuwarmaIndonesia University of Education1
Mariati Purnama SimanjuntakState University of Medan1
Beatrik NovaIndonesia University of Education1
Yeni MegalinaState University of Medan1
Ratna TanjungState University of Medan1
Ida WahyuniState University of Medan1
Yanti HamdiyatiIndonesia University of Education1
Nabila Putri SholahudinIndonesia University of Education1
Shofa' NabilahAffiliation unknown1
Nimas Ayu LestariAffiliation unknown1
Fitriyyatul MuslihahAffiliation unknown1
Hera NoviaAffiliation unknown1
Ihsan Hijria PutraAffiliation unknown1
Muslim MuslimUniversitas Halu Oleo1
Elya NusantariAffiliation unknown1
Novri Youla KandowangkoAffiliation unknown1
Umar KeleyAffiliation unknown1
Devi Tutut RianjaniAffiliation unknown1
Jan Hendriek NunakiAffiliation unknown1

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/journals/usej/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Analyzing Misconceptions Using Four-tier Test on the Topic of Vibration: A Survey of Pre-service Science Teachers</dc:title>
	<dc:creator xml:lang="en">Winarno, Nanang</dc:creator>
	<dc:creator xml:lang="en">Afifah, Ratih Mega Ayu</dc:creator>
	<dc:creator xml:lang="en">Sihombing, Rizky Agassy</dc:creator>
	<dc:creator xml:lang="en">Firdaus, Rohim Aminullah</dc:creator>
	<dc:creator xml:lang="en">Damopolii, Insar</dc:creator>
	<dc:subject xml:lang="en">Misconceptions</dc:subject>
	<dc:subject xml:lang="en">Conceptions</dc:subject>
	<dc:subject xml:lang="en">Four-tier test</dc:subject>
	<dc:subject xml:lang="en">Pre-service science teachers</dc:subject>
	<dc:subject xml:lang="en">Vibration</dc:subject>
	<dc:description xml:lang="en">Vibration is one of the essential topics in science education. Pre-service science teachers still often experience difficulties in learning this topic. There are several previous studies related to misconceptions on the topic of vibration. However, research on misconceptions in pre-service science teachers is still limited. This study aimed to analyze pre-service science teachers' misconceptions on the topic of vibration. This research uses a quantitative approach with a survey method. The research instruments include a four-tier test and interviews. The participants in this study consist of 96 pre-service science teachers from a university in Bandung, Indonesia. The results of the analysis showed that pre-service science teachers who had Scientific Knowledge were 31.1%, lack of knowledge 26.9%, misconception 8.0%, false positive 1.8%, and false negative 2.2%. The most common misconception found relates to the relationship between frequency and mass. The perception of pre-service science teachers regarding the four-tier test questions is very easy 0%, easy 6.7%, neutral 36.7%, difficult 53.3%, and very difficult 3.3%. The findings show that many pre-service science teachers still have misconceptions about the topic of vibration so lecturers should strengthen the concepts of Fundamental Physics first before students take advanced physics courses.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-18</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/20612</dc:identifier>
	<dc:identifier>10.15294/usej.v14i1.20612</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 1 (2025): April 2025; 1-15</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/20612/10851</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>