Identification of Students Misconceptions in School and College on

Kinematics

Eka Murdani, S. Sumarli

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Singkawang, Jl. STKIP, Kelurahan Naram, Kecamatan

Singkawang Utara, Kota Singkawang, Kalimantan Barat, 79251, Indonesia

Keywords: Students Misconceptions, Kinematics, School and College

Abstract: This study aimed to determine the misconceptions that are often experienced by students in school and

college on kinematics. The method that was used is quantitative descriptive. The sample was 48 students

and 144 college students in Singkawang that had studied the kinematics. The results showed that the

average of students who have misconceptions still very high at 76.0%. The identification results showed that

the average of students experienced misconceptions on several kinematics topics, that are (a) Position,

Distance, Displacement, Velocity, and Acceleration, occurred a misconception of 67.7%, students assumed

that the distance is traveled by objects is equal to the displacement magnitude, (b) Regular Straight Motion

and Regular Straight-Changed Motion, occurred a misconception of 93.8%, students considered that objects

are moving vertically upward, working two forces that are an upward force is greater than the gravitational

force which downward direction, (c) Parabolic Motion, occurred a misconception of 92.7%, students

assumed that slope of a tangent to the parabolic motion curve can be used to calculate the magnitude and

direction of velocity, and (d) Circular Motion, occurred a misconception of 83.0%, students assumed that

objects are moving horizontal circular with constant speed have a constant velocity.

1 INTRODUCTION

In learning to understand the concept of physics,

students often experience difficulties. Students

follow physics material not with an empty head, but

actual student head is full of experience and

knowledge about physics. In the experience formed

preconceptions or early concepts of students about

the events of physics in everyday life. This

preconception is not necessarily true. If in the

learning process the teacher did not pay attention to

the preconception then in the head of students will

occur mixing or preconception clash with the actual

concept. This mixing will cause students to have

difficulty in learning physics which will ultimately

lead to misconceptions in students (misconception)

(Berg et al., 1990).

Suhendi et al. (2014) stated in the process of

learning educators/teachers are still a lot of use of

learning that is informative and frequently asked

questions, this can cause students to lack the

scientific concept. Yuliana, Karyanto, and Marjono

(2013) stated that the lack of mastery of the concept

experienced by students can lead to misconception.

Misconceptions are the initial concept possessed not

in accordance with the scientific concept.

Many students argue that physics is difficult to

learn because it is just a collection of mere formulas

that cannot be understood the meaning. This opinion

arises because the habit of learning physics students

oriented to the formulas and discussion of the

problem directly without learning the concepts first.

Students only memorize the formula and only

skillfully perform the calculations without

understanding the meaning or concept that is being

done/studied. Difficulties in understanding the

concept of physics will lead to misconceptions.

Physical learning that is only based on textbooks

or in other words textbook is still used as the main

source of information in the learning process can

cause some problems, because the mistakes that

occur in textbooks can lead to misconceptions of the

concept of self in students. In addition to the errors

in textbooks, students often have difficulty in

understanding the text contained in textbooks, and

there are also science fiction books whose concepts

deviate to attract readers. Negative things in the

textbook can lead to misconceptions.

Murdani, E. and Sumarli, S.

Identiﬁcation of Students Misconceptions in School and College on Kinematics.

DOI: 10.5220/0009016800002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 75-82

ISBN: 978-989-758-470-1

From some facts above shows that there are

several factors that cause misconception. According

to Suparno (2005), in general, the cause of

misconceptions there are five groups of students,

teachers, textbooks, context and way of teaching.

There has been much research on

misconceptions, one of which is done by Rahayu

(2015). He studied misconceptions of students of

SMAN 2 Kabupaten Tangerang and obtained the

result that the percentage of students who

experienced misconceptions of 44.25% of the 40

students studied. The misconception or

misconception of two-dimensional motion study

materials (parabolic motion and circular motion) is

present in indicators analyzing position vectors,

speed and acceleration of parabolic motion, and

indicators formulating the relationship of position,

velocity, and acceleration of parabolic motion. This

misconception does not only occur in SMAN 2

Tangerang students but also experienced by high

school students in general, and even can happen to

students.

In physics, there is a branch of science that

studies the motion of objects called mechanics. The

branch of mechanics is divided into two namely

Kinematics and Dynamics. Kinematics is always

taught before it is taught Dynamics, Heat,

Thermodynamics, Sound, Vibration and Waves,

Electrics-Magnetism, Optics and Modern Physics or

Quantum Physics, so kinematics becomes very

important in physics learning before entering other

branches of science from Physics. Therefore,

selected kinematics material as the material of this

research. Given that there are still misconceptions in

physics, especially in the branches of kinematics,

further research is needed on the types of

misconceptions that occur to students in school and

college.

2 LITERATURE REVIEW

2.1 Conceptual, Conception,

Preconception, and Misconception

Theory of Tayubi (2005) stated, "concepts are

things, events, situations, or traits that have

distinctive features and are represented in every

culture by an object or symbol". According to the

Great Indonesian Dictionary, the concept is a mental

picture of objects, processes or anything that is

outside the language, which is used by reason to

understand other things. By having a human concept

will be easy in communicating with others.

Yuliana, Karyanto, and Marjono (2013) stated,

"conception is a student's interpretation of a certain

concept of science". Interpretations between

individuals and other individuals will be different,

this is due to the difference in capturing information

at the time of the study. Conception is the

interpretation of a student to a concept he obtained

after obtaining information or studying a particular

science in the formal class.

Suparno (2005) described the learner before the

formal class has a preconception or concept of the

concept. Preconception is an early concept that

students have about a science. Preconception owned

by learners often contains misconceptions. Pujianto,

Nurjannah, and Darmadi (2014) explained that if the

preconceptions of the students do not match the

knowledge given by the expert or scientist, then the

student will experience misconception. The

misconceptions can come from parents, friends and

the environment. The preconceptions that students

have of the physics concepts that students learn

themselves through their experiences in everyday

life have a big role in shaping scientific concepts.

The preconceptions of learners show that their

thinking continues to be active in understanding

something. If the misconceptions of misconceptions

are not immediately corrected, they can disrupt the

formation of scientific concepts.

The misconception is a conception contrary to

the conception of physicists (Berg et al., 1990).

From that understanding, misconception can be

interpreted as a conception that is not in accordance

with the scientific understanding or understanding

received by scientists.

Kurniawan and Suhandi (2015) stated

misconception is a failure in connecting or

explaining the events that exist around with the

concept possessed. According to Muliyani and

Kaniawati (2015), misconceptions can be seen in

concepts that do not fit with scientific concepts.

Misconceptions due to errors of information that

cause errors in the understanding of concepts and

thoughts. Vakani et al. (2012) revealed that

misconceptions tend to be possessed by students.

Suhendi et al. (2014) described the term

misconception associated with a different conception

of students with generally accepted scientific

concepts. Misconceptions are defined as strongly

held conceptions and are stable cognitive structures

but not the same as the conceptions of scholars or

scientific concepts. Based on the understanding that

has been described by the researchers can be

concluded that misconception is a mistake in

understanding the concept of learning materials that

BICESS 2018 - Borneo International Conference On Education And Social

can cause a mismatch between the concept

possessed by the person with the scientific concept.

2.2 Conceptual Change

Conceptual change is a condition in which students

make changes to their initial concept of being

incorrect into actual concepts or scientific concepts.

Makhrus, Mohammad, and Widodo (2014)

described conceptual change can occur if prior

knowledge is reunited or conflicted with new

information. Discrepancies between the knowledge

that learners have with new information can lead to

cognitive conflict. By generating cognitive conflict a

teacher or researcher can convince learners to make

conceptual changes to their conceptions that are

inconsistent with scientific concepts. New long-term

concept changes can occur when students see the

relevant and general matters of the scientific concept

contextually. The essence of conceptual change is to

change the concept of misconception into a scientific

concept.

2.3 The Cause of Misconceptions

Suparno (2005) identified five main causes of

misconception ie students, teachers, textbooks,

context and teaching methods. Each of these

common causes is caused by special causes, as listed

in Table 1.

Table 1: The Causes of Misconceptions (Suparno, 2005)

Main Cause Special Cause

Students

a. Preconception

b. Associative Thinking

c. Humanistic Thinking

d. Wrong Intuition

e. Development Stage of Students’

Cognitive

f. Students’ ability

g. Students’ learning interest

Teacher

a. Not mastering the material,

incompetent

b. Not a graduate from the field of

physics

c. Not revealing students’

preconceptions

d. Relationship of teacher-students are

not good

Textbook

a. Wrong explanation

b. Wrong write especially on the

formula

c. The degree of difficulty of writing

books is too high for students

d. Students do not know the technique

of reading a textbook

Main Cause Special Cause

e. The concept of science fiction books

deviates to attract readers

f. Cartoons who often make

misconceptions

Context

a. Students experience

b. Different language

c. False conversational friends

d. Confidence and religion

e. Parental or other erroneous

explanations

f. Student life context (TV, radio, film

that wrong)

g. Feelings of pleasure or displeasure,

free or depressed

How to

Teach

a. It only contains lectures and writes

b. Direct to mathematical form

c. Not revealing student misconceptions

d. Not correcting wrong homework

e. Models of analogy

f. Models of practical

g. Models of discussion

h. Models of narrow demonstration

Research on misconception has been widely

practiced, as Helm (1980), on misconceptions

physics among South African students. There is still

much more research on misconceptions or

preconceptions such as Clement (1982). Scientists

see that misconceptions are disturbing but students

often prefer the wrong concept because it is more

perceived by students. Even after learning, these

misconceptions remain inherent, thus preventing the

learning process (Demirci, 2005). Research on some

of the ways of picking misconceptions has not been

fully overcome because these misconceptions are

durable and difficult to change.

2.4 How to Overcome Physics

Misconception

Although it is difficult to overcome misconceptions,

there is still a way that can be done to overcome or

at least reduce misconceptions in students. There are

several steps that can be taken to overcome or at

least reduce the misconceptions as put forward by

Berg et al. (1990) below:

a. The first step is to detect students'

preconceptions. Before the lesson begins, the

teacher should know the preconceptions that are

in the mind of the student. Preconception can be

known from the literature, from diagnostic tests,

from direct student activity observation, and

from teacher experience.

b. The second step is to design a learning

experience that starts with the preconceptions

Identiﬁcation of Students Misconceptions in School and College on Kinematics

and then refines the already good part and

corrects the wrong part of the concept. The main

principle in the correction of misconceptions is

that students are given a learning experience that

shows the contrast of their concepts with natural

events. It is thus expected that the contradiction

of new experiences with the old concept will lead

to a correction of conception.

c. The third step is to practice questions and

questions to train new concepts and refine them.

The questions and questions to be used should be

chosen so that the distinction between the correct

conception and the false conception will arise

clearly.

3 RESEARCH METHODS

The method used for this research is a method of

misconception research on students in school and

college by using the concept of kinematics problems

consisting of 18 items of multiple choice questions

with five choices of answers. Based on the five

possible answers, there is only one correct answer

and four other answers are wrong or misconception.

This problem is adapted from Isliyanti and Rizal

(2011), which has been tested with the legality test

with the result 88.87%. This percentage informed

that students who read the question and write the

question of each item, 88.87% of students are able to

know the purpose of the problem. Because students

are able to know the purpose of the problem that

tested then the misconception that occurred in the

student is not because students are not able to know

the purpose of the problem but it has happened

misconception on the student if he answered the

wrong problem.

The study population consisted of

SMA/MA/equivalent students in the Education

Department of Singkawang City and the Religious

Affairs Department of Singkawang City and

students at the existing universities in Singkawang

city. All students are considered to have a

heterogeneous ability, as well as on students. All

students that become samples are students who have

studied kinematics consisting of 48 students in

school and 144 students in college. The study was

conducted in Singkawang in 2016.

4 RESULTS AND DISCUSSION

Analysis of the answers of students who answered

correctly and incorrectly for each question can be

seen in Table 2. Based on Table 2, it can be seen that

on average from all samples, only 24% of students

who answered correctly every question given and as

many as 76% of students answered wrongly.

Based on the analysis of each question, then in

the list of misconceptions that often occur in

students as shown in Table 3. Based on Table 3, the

misconceptions experienced by students on

kinematics can be said to be very large i.e. more

than 50% of students experience misconceptions.

This proves that the preconceptions that students

have from their daily experience are largely

incompatible with scientific concepts. Mismatch

between preconceptions that students have with

scientific concepts causes misconceptions among

students (Berg et al., 1990; Pujianto, Nurjannah, &

Darmadi, 2014; Suhendi et al., 2014; Kurniawan &

Suhandi, 2015; Muliyani & Kaniawati, 2015) .

The students' misconceptions need to be resolved

as early as possible so that they do not occur in the

next generation. One way to do this is to compile a

collection of discussions on misconceptions on

kinematics. This collection of discussions can be

used as a guide for teachers or lecturers in teaching

physics, especially in the parts that most often occur

misconceptions. After the teacher or lecturer knows

the parts of kinematics that often occur

misconceptions, teachers and lecturers are expected

to be able to develop the most effective learning

strategies so that students are able to understand the

concept of kinematics correctly.

Some learning strategies that can be considered

to be applied in learning include learning with

experimental methods. The learning provides a

direct learning experience to students in conducting

scientific investigations so that it helps students gain

a deeper understanding of the concepts learned

(Murdani & Sumarli, 2019). In addition, multiple

representation based learning also helps reduce

students' misconceptions. This is because the

learning is designed to uncover the students'

preconceptions with various representations that are

given in stages so as to help students understand

concepts correctly in accordance with scientific

concepts (Kusumawati et al., 2019).

BICESS 2018 - Borneo International Conference On Education And Social

Table 2: Analysis of True and False Answers of Every Problem

Question

Number

False

Total

False

Total

(%)

True

Total

True

Total

(%)

True

and

False

Total

(%)

High

School

Students

and MA

Students who

have received

kinematics

High

School

Students

and MA

Students

who have

received

kinematics

1 26 75 101 52.6 22 69 91 47.4 100.0

2 29 108 137 71.4 19 36 55 28.6 100.0

3 37 78 115 59.9 11 66 77 40.1 100.0

4 40 95 135 70.3 8 49 57 29.7 100.0

5 47 122 169 88.0 1 22 23 12.0 100.0

6 45 118 163 84.9 3 26 29 15.1 100.0

7 42 115 157 81.8 6 29 35 18.2 100.0

8 46 132 178 92.7 2 12 14 7.3 100.0

9 28 79 107 55.7 20 65 85 44.3 100.0

10 31 89 120 62.5 17 55 72 37.5 100.0

11 33 101 134 69.8 15 43 58 30.2 100.0

12 46 130 176 91.7 2 14 16 8.3 100.0

13 42 116 158 82.3 6 28 34 17.7 100.0

14 47 126 173 90.1 1 18 19 9.9 100.0

15 35 127 162 84.4 13 17 30 15.6 100.0

16 37 132 169 88.0 11 12 23 12.0 100.0

17 27 88 115 59.9 21 56 77 40.1 100.0

18 40 119 159 82.8 8 25 33 17.2 100.0

Average 37.7 108.3 146.0 76.0 10.3 35.7 46.0 24.0 100.0

Table 3: The Misconception that Often Occurs in Students

Topics of

Kinematics

The Misconception that Often

Occurs in Students

Question

Number

Total of

Misconceptions

Correct Concept

Position,

distance,

displacement,

velocity, and

acceleration

An object can overtake

another object if the

acceleration is equal.

1 53.1% An object can overtake another

object only if both have the same

position.

The distance traveled by

objects is always the same as

the displacement.

2 67.7% The distance traveled by objects

can be equal to the displacement

and can also be greater than the

displacement.

If the speed is zero then the

acceleration is always zero.

3 65.6% If the speed is zero then the

acceleration is not necessarily

zero, likewise if the acceleration

is zero then the speed is not

necessarily zero.

Regular

straight motion

(GLB) and

straight motion

change

regularly

(GLBB)

From the position graph to

time, if two objects are in the

same position then must have

the same speed.

4 74.7% From the chart,

A train moves GLB (v fixed or a

= zero).

Train B moves GLBB (a

negative = slowed).

After reaching time t

, train A

can overtake the B train marked

with the position of train A equal

to the position of train B.

Both trains have the same speed

at some time before t

Heavy objects will get to the

floor earlier than light objects

(on systems that are only

influenced by the force of

gravity).

5 91.3% Objects of mass and small

objects will reach the floor

simultaneously (in gravitational

influence only systems).

Identiﬁcation of Students Misconceptions in School and College on Kinematics

Topics of

Kinematics

The Misconception that Often

Occurs in Students

Question

Number

Total of

Misconceptions

Correct Concept

Heavy objects that touch the

ground with a speed greater

than a light object (on a

system that is only affected by

the force of gravity)

6 87.8% Acceleration of falling objects is

equal and independent of the

mass of objects (on the system

only affected by the force of

gravity).

The dropped object will get to

the floor earlier than the

object being fired horizontally

(on a system affected only by

gravity).

7 83.7% Objects dropped and horizontal

fired objects will reach the

ground at the same time (on the

system only affected by gravity)

It can be seen from the picture

that on an upward-moving

vertical object works two

styles of force that is a larger

upward force of a downward-

gravitational force (on a

system affected only by

gravity).

8 93.8% The force acting on an upwardly

moving vertical object is a

downward gravitational force

(the system is affected only by

the force of gravity).

Objects moving upward

vertically lose the force as a

result of the force of gravity,

but the force of gravity is

greater than the force that is

directed upwards because the

ball loses its speed.

9 56.6% The ball is moving upward, there

is a force of gravity that acts on

the ball causing the ball to

decrease.

Objects that are moving

vertically upwards have

speeds that go upward but

have no acceleration.

10 63.2% When an object moves vertically

upwards the direction of velocity

and opposite acceleration

(upward speed direction and

downward acceleration

direction).

There is no force acting on the

object when the object is at its

highest point (vertical motion

up).

11 69.4% The object remains influenced by

the force of gravity when the

object is at its highest point of

motion (upward vertical motion).

With the air friction being

negligible, the thrown balls

have a bigger ground

pounding speed than the ball

thrown up.

12 93.1% By ignoring the air friction, if a

ball is thrown up and another ball

is thrown down with the same

initial speed then both balls will

reach the ground with the same

speed.

Parabolic

motion

At the highest point of

parabolic motion, the object

has a vo sin θ velocity

(negligible air friction).

13 84.0% In a parabolic motion (with

negligible air friction), the

speed of the bullet when at the

highest point of the path is v

cos

θ.

In the parabolic motion, the

slope of the tangent to the

curve at a given price x can be

used to calculate the

magnitude and direction of

speed.

14 92.7% In the parabolic motion, the slope

of the tangent to the curve at a

given price x can only be used to

calculate the direction of velocity

but not the magnitude.

Objects that experience

parabolic motion with greater

elevation angle will pound the

ground with greater speed (air

friction can be ignored).

15 80.6% Objects with parabolic motion

with greater elevation angle will

pound the soil after moving

objects with smaller elevation

angles (with negligible air

friction).

BICESS 2018 - Borneo International Conference On Education And Social

Topics of

Kinematics

The Misconception that Often

Occurs in Students

Question

Number

Total of

Misconceptions

Correct Concept

When the object reaches the

highest point of the parabola

path then the velocity and

acceleration are zero.

16 84.4% When the object reaches the

highest point of the parabola path

then the minimum velocity and

constant acceleration velocity but

both are not equal to zero.

Circular

motion

Objects that are farther away

from the rotary axis have a

larger angular rate.

17 58.7% People who are farther away

from the rotary axis have a larger

linear rate.

Horizontal circular motion

with constant speed has a

fixed speed.

18 83.0% A horizontally circular moving

object of constant speed will

have a constant acceleration.

5 CONCLUSIONS

From the research result, it is found that the average

of students in school and college experiencing

misconception is still very high, that is 76.0%. The

results of the identification of the average students

most misconception on each topic of kinematics are:

(a) Position, Distance, Displacement, Velocity, and

Acceleration, misconception of 67.7%, most

students assumed that the distance traveled by

objects (b) Regular Straight Motion and Regular

Straight-Changed Motion, a misconception of

93.8%, students considered that objects are moving

vertically upward, working two forces that are an

upward force is greater than the gravitational force

which downward direction. (c) Parabolic Motion, a

misconception occurs of 92.7%, students assumed

that slope of a tangent to the parabolic motion curve

can be used to calculate the magnitude and direction

of velocity (d) Circular Motion, a misconception

occurs of 83.0%, the students assumed that objects

are moving horizontal circular with constant speed

have a constant velocity.

Suggestion from this research are (1) after the

teacher know the kinematical parts which often

happened misconception then it is

suggested/expected to the teacher able to arrange the

most effective learning plan so that the student is

able to understand the concept of kinematics

correctly, and (2) on kinematics, it is advisable to

further research on the types of misconceptions in

other physical materials and supplemented by a

collection of discussions of misconceptions that

have been found.

ACKNOWLEDGEMENTS

Acknowledgments are conveyed to STKIP

Singkawang for awarding research grants under

contract number: 903/B/U/XI/2015.

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