W. Widodo, M.A. Mahdiannur, Suryanti
This study aimed to reveal whether students’ conceptions on the anchor concept can change along with the level of the physics problem to be solved. This descriptive research involves 58 prospective science teachers on Electrical Circuit material. Concept understanding was measured using a test instrument with the Three Tier-Test (TTT) method. While problem solving skills are measured using problem solving test instruments referring to the Multiple Misconception Revealing Test (MMRT). Data were analyzed by descriptive analysis. The results showed that students’ conceptions on the anchor concept can change when solving problems. Students who have correct conceptions (scientific conceptions) on the concept understanding test, do not always use their correct conceptions when solving problems. This finding indicates that even students with adequate conceptions try to switch to alternative concepts that are considered appropriate to the level of problem analysis so that the problem can be solved. And when they fail to choose the appropriate concept to solve the problem, there is a collapse of conception that leads to misconceptions when working on problem-solving problems. As an implication, physics educators must develop ways for students to defend their correct concepts when solving challenging physics problems. © 2024 Institute of Physics Publishing. All rights reserved.
Program Study of Science Education, Universitas Negeri Surabaya, Surabaya, Indonesia
