ANALISIS MASALAH MISKONSEPSI BESARAN PENGUKURAN PADA SEKOLAH MENENGAH ATAS (SMA)

• Helen Kristina Sagala

  Program Studi S-1 Pendidikan Fisika, Universitas Negeri Medan

  Author

• Gerin Anggreini

  Program Studi S-1 Pendidikan Fisika, Universitas Negeri Medan

  Author

• Girl Febby Rapyta Marpaung

  Program Studi S-1 Pendidikan Fisika, Universitas Negeri Medan

  Author

• Grace Deswanti Purba

  Program Studi S-1 Pendidikan Fisika, Universitas Negeri Medan

  Author

• Gita Novelia Ompusunggu

  Program Studi S-1 Pendidikan Fisika, Universitas Negeri Medan

  Author

This study aims to examine the trends, forms, and factors contributing to students' misconceptions about quantities, units, and measurement in physics education. A qualitative descriptive literature review was conducted on ten national and international articles published between 2019 and 2020. Using relevant keywords, data were collected through searches of journals indexed in SINTA, DOAJ, Google Scholar, and IOP Science. After that, the processes of reduction, classification, comparison, and descriptive synthesis were carried out. The results showed that the level of misconceptions about quantity and measurement was still in the moderate to high category, with a range of misconceptions between 13% and 75% based on cross-study results. The subconcepts of significant figures, dimensions of quantities, and reading measuring instruments had the highest percentages, ranging from 30% to 40% for significant figures and dimensions of quantities, and around 13% to 35% for reading measuring instruments. Misconceptions can be caused by incorrect preconceptions, lack of practical activities, limited laboratory facilities, inappropriate textbooks, and the use of monotonous learning methods. In addition, cross-study results show that diagnostic tools such as CRI, three-tier tests, four-tier tests, and integrated true-false tests are more effective in identifying misconceptions than conventional assessments. Overall, this study confirms that misconceptions are a common problem and need to be addressed through interactive learning, strengthening practical activities, and selecting appropriate diagnostic instruments.

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