Analisis Profil Miskonsepsi Siswa Pada Materi Fluida Dinamis Melalui Instrumen Tes Berbasis Three Tier Diagnostic test dengan Teknik Certainty of Response Index di SMA Negeri 8 Surabaya

Analysis of Student Misconception Profile on Dynamic Fluid Material Through Three Tier Diagnostic Test Based Test Instrument with Certainty of Response Index Technique at SMA Negeri 8 Surabaya

Siswa yang mengalami miskonsepsi tidak dapat menerima pengetahuan baru, jika siswa pernah mengalami miskonsepsi maka dapat dinyatakan siswa tersebut akan mengalami kesalahan secara berulang sampai siswa tersebut menyadari bahwa konsep yang mereka yakini benar adalah salah. Penelitian ini dilaksanakan dengan tujuan untuk dapat mendeskripsikan validitas instrumen tes diagnostik berbasis Three Tier untuk materi fluida dinamis, dan mendeskripsikan profil miskonsepsi siswa yang telah diukur menggunakan hasil instrumen tes diagnostik berbasis Three Tier untuk materi fluida dinamis. Jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. Penelitian dilaksanakan di SMAN 8 Surabaya dengan subjek siswa kelas XI SMAN 8 Surabaya. Berdasarkan hasil rekapitulasi penilaian ketiga validator terhadap instrumen Three Tier diagnostic test yang telah divalidasikan oleh ketiga validator dinyatakan sangat valid dan layak digunakan. Setelah validasi dilaksanakan kemudian dilakukan pengambilan data melalui tes pada peserta didik. Berdasarkan pembahasan hasil penelitian dapat disimpulkan jika (1) Instrumen tes profil miskonsepsi dinyatakan sangat valid dengan hasil persentase aspek materi 89,5%; aspek konstruk 83,4%; aspek bahasa 87,5%, (2) Persentase miskonsepsi siswa berdasarkan kategori tinggi, sedang, dan rendah, terdapat persentase sebesar 4% pada kategori miskonsepsi tingkat tinggi, siswa yang termasuk kategori miskonsepsi tingkat sedang adalah sebesar 66%, dan siswa yang termasuk pada kategori miskonsepsi tingkat rendah adalah sebesar 30%,(3) Persentase miskonsepsi terbesar ada pada sub konsep Hukum Bernoulli sebesar 43 %, hal tersebut dikarenakan siswa beranggapan jika tekanan pada bagian dengan luas yang sempit lebih tinggi dibandingkan dengan bagian dengan luas yang lebih lebar, serta kecepatan aliran fluida di bagian sempit lebih rendah daripada di bagian lebar.
Kata Kunci : Miskonsepsi, Three-tier, CRI, Fluida Dinamis.

Students who experience misconceptions cannot accept new knowledge, if students have experienced misconceptions then it can be stated that the students will experience repeated mistakes until the students realize that the concept they believe is correct is wrong. This study was conducted with the aim of being able to describe the validity of the Three Tier-based diagnostic test instrument for dynamic fluid material, and to describe the profile of student misconceptions that have been measured using the results of the Three Tier-based diagnostic test instrument for dynamic fluid material. The type of research used is quantitative descriptive research. The study was conducted at SMAN 8 Surabaya with subjects of class XI students of SMAN 8 Surabaya. Based on the results of the recapitulation of the assessment of the three validators on the Three Tier diagnostic test instrument that had been validated by the three validators, it was declared very valid and suitable for use. After the validation was carried out, data collection was carried out through tests on students. Based on the discussion of the research results, it can be concluded that (1) The misconception profile test instrument was declared very valid with the results of the percentage of material aspects of 89.5%; construct aspects of 83.4%; language aspects of 87.5%, (2) The percentage of student misconceptions based on high, medium, and low categories, there is a percentage of 4% in the high level misconception category, students who are included in the medium level misconception category are 66%, and students who are included in the low level misconception category are 30%, (3) The largest percentage of misconceptions is in the Bernoulli's Law sub-concept of 43%, this is because students assume that the pressure on the part with a narrow area is higher than the part with a wider area, and the speed of fluid flow in the narrow part is lower than in the wide part.

Keywords: Misconception, Three-tier, CRI, Fluid Dynamics.