ANALYZING PHYSICS EDUCATION STUDENTS' MISCONCEPTIONS ON LINEAR MOTION CONCEPTS USING A 4-TIER DIAGNOSTIC TEST

Abstract

This study aims to identify and analyze misconceptions among physics education students. The research employed a descriptive quantitative-qualitative method with a sample of 66 Physics Education students. The instruments used included a 4-tier diagnostic test and interview guidelines. The findings revealed that the average distribution for the SC (Students who understand the material) category was 44%, LK (Students lacking knowledge) was 25%, and MSC (Students with deep misconceptions) was 31%. A total of 76% of students exhibited a low level of misconceptions, 24% displayed a medium level of misconceptions, and no students were categorized as having a high level of misconceptions. Misconceptions were most frequently observed in topics such as speed, velocity, uniform rectilinear motion (URM), and uniformly accelerated rectilinear motion (UARM). Based on interview results, students with high levels of misconceptions primarily relied on everyday experiences for their understanding, while students with a high level of comprehension tended to have teaching experience.