Misconception Analysis of Prospective Physics Teachers on Friction Force Materials with Three-Tier Test and Clinical Interviews

Abstract

A good and correct understanding of concepts is a fundamental thing that prospective physics teacher students must have before they graduate from college. Therefore, it is necessary to identify conceptions to ensure that no student experiences misconceptions. This study aims to identify misconceptions shared by prospective physics teachers at the final level, especially in friction force material. This type of research is descriptive research. A three-level multiple-choice 30-question instrument with open reasoning for the study. Data collection techniques using tests and interviews. The collected data is then analyzed using descriptive statistics. Based on the results of data analysis, it was found that 46.29% of students experienced misconceptions with details; As many as 50.00% of students experienced misunderstandings in determining the type of friction force, 43.75% experienced delusions in deciding the direction of friction force, and 47.22% experienced misconceptions in assessing the magnitude of friction force.