Identification of students misconceptions on global warming Fajarini1, S Utari1, E C Prima1,2*
1Program Studi Magister Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung, Indonesia
2Program Studi Pendidikan IPA, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Bandung, Indonesia
*fajarini[at]student.upi.edu
Abstract
Abstract. Students misconception is defined as the students concept understanding that is inconsistent with the scientific concepts. These misconceptions commonly occur by either our mind, teacher, or textbook. The research aims to analyze students misconceptions on the topics of global warming, greenhouse effect, and ozone layer depletion. The quantity and the cause of misconceptions will be analyzed based on misconception percentages and interviews. The research is conducted in one private school in Bandung. The results show that there are 17 concepts identified as misconceptions. Students have 51.3% misconception, 37.7% understand the concept, and 11% unknown the concept. The interview has identified the causes of students misconceptions due to the invalid information comprehended by the students during a lesson in the class. Consequently, students tend to acquire misconceptions. The research implied that the teachers must elaborate several ways to recover students misconceptions. The learning model of process oriented guided inquiry learning (POGIL) is proposed to minimize students misconception.
Keywords: Case studies, misconception, physics education, global warming, greenhouse effect, ozone layer depletion.
