Menyingkap Miskonsepsi Gaya dan Gerak: Studi Kasus pada Mahasiswa Pendidikan Fisika FKIP Universitas Mataram dan Rekomendasi Perbaikan
DOI:
https://doi.org/10.29303/goescienceed.v6i4.1458Keywords:
misconceptions, force and motion, physics education students, Newton’s laws, University of MataramAbstract
The concepts of force and motion constitute a fundamental foundation in classical physics and underpin the understanding of other physics concepts. However, numerous studies indicate that these topics often give rise to persistent misconceptions, including among pre-service physics teachers. This study aims to identify the misconception profiles of Physics Education students at the Faculty of Teacher Training and Education (FKIP), University of Mataram, in 2024 regarding force and motion concepts; to analyze the types and levels of misconceptions; and to formulate recommendations for improving instructional practices. A descriptive quantitative method with a case study approach was employed, utilizing a reasoned multiple-choice diagnostic test as the research instrument. The sample consisted of 25 students enrolled in the Secondary School Physics Studies course. The results reveal a high level of misconceptions, with 24% classified as low, 44% moderate, and 32% high. The most dominant misconceptions were found in the concepts of action–reaction (30%), normal force (27%), and dynamics (25%), while the lowest misconception rate occurred in the definition of force (8%). These findings indicate that the majority of students still experience difficulties in understanding the relationship between force and motion in accordance with Newton’s laws. Furthermore, the analysis shows a negative correlation between the level of misconceptions and academic achievement in advanced physics topics such as work and energy. Based on these results, this study recommends the routine implementation of diagnostic tests, the application of cognitive conflict–based instructional strategies, and the development of innovative teaching materials emphasizing conceptual change to reduce misconceptions and enhance the quality of future physics educators.
References
Afni, N., Halim, A., Evendi, E., Herliana, F., & Halim, L. (2024). Correlation Analysis of Misconceptions on Motivation, Learning Outcomes, and Critical Thinking Skills in Physics Learning. Jurnal Pendidikan Fisika Indonesia, 20(1), 1–12. doi: 10.15294/jpfi.v20i1.46453
Arruum, N. L., & Desstya, A. (2024). Identifikasi Miskonsepsi Siswa pada Materi Gaya dan Gerak Menggunakan Certainty of Respons Index (CRI) di Sekolah Dasar. Jayapangus Press Cetta: Jurnal Ilmu Pendidikan, 7(2). https://jayapanguspress.penerbit.org/index.php/cetta
Munfaridah, N. (2017). ANALISIS MISKONSEPSI “GERAK DAN GAYA” MENGGUNAKAN INSTRUMEN FORCE CONCEPT INVENTORY (FCI) PADA MAHASISWA CALON GURU FISIKA. In Jurnal Lensa (Lentera Sains): Jurnal Pendidikan IPA Jurnal Lensa (Vol. 7).
Nasution R, Handayani S, (2025). Analisis Kesulitan Belajar Mahasiwa Dalam Memahami Konsep Dasar Fisika Farmasi Dalam Pembelajaran Fisika Dasar. Jurnal Edukasi 13(1) DOI: https://doi.org/10.61672/judek.v13i1
Ode Asmin, L., Kunci, K., & dan Kalor, S. (2021). Analisis Miskonsepsi Siswa SMA Negeri 04 Bombana Dengan Menggunakan CRI Pada Konsep Suhu dan Kalor. 6(2). http://jurnalkonstan.ac.id/index.php/jurnalHalaman|80
Respasari, B. N., Santika, H. D., Hasana, Y., Hikmawati, H., & Rokhmat, J. (2022). Analisis Miskonsepsi Siswa Pada Topik Pelajaran Tentang Gaya Gesek. Jurnal Penelitian Dan Pembelajaran Fisika Indonesia, 4(2). https://doi.org/10.29303/jppfi.v4i2.187
Reyza Arief Taqwa, M., Ibnu Shodiqin, M., & Zainuddin, A. (2020). KESULITAN MAHASISWA DALAM MEMAHAMI KONSEP GAYA DAN GERAK. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 10(1), 25–39. doi: 10.24929/lensa.v10i1.86
Rosita, I., Liliawati, W., & Samsudin, A. (2020). Pengembangan Instrumen Five-Tier Newton’s Laws Test (5TNLT) Untuk Mengidentifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa. Jurnal Pendidikan Fisika Dan Teknologi, 6(2), 297–306. https://doi.org/10.29303/jpft.v6i2.2018
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: Penerbit PT Grasindo
Taqwa, M. R. A., Sulman, F., & Faizah, R. (2022). College Students’ Conceptual Understanding of Force and Motion: Research Focus on Resource Theory. Journal of Physics: Conference Series, 2309(1). https://doi.org/10.1088/1742-6596/2309/1/012073
Wahyudi, A. D., Ni Nyoman Sri Putu Verawati, I., & Wayan Gunada, S. A. (2025). Jurnal Pengabdian Masyarakat Sains Indonesia Original Community Services Paper. https://doi.org/10.29303/jpmsi.v7i1.1155
Wahyudi, W., Zuhdi, M., Makhrus, Muh., & Busyairi, A. (2022). Identification of Student Difficulties in The Implementation of Basic Physics Lecture. Jurnal Penelitian Pendidikan IPA, 8(5), 2537–2542. doi: 10.29303/jppipa.v8i5.2443
Widayani, H., Fisika, G., Aliyah, M., Insan, N., & Jambi, C. (n.d.). PENGEMBANGAN TEST DIAGNOSTIK MISKONSEPSI PESERTA DIDIK PADA MATERI DINAMIKA PARTIKEL BERBENTUK FOUR-TIER. Technical and Vacational Education International Journal Februari 2023, 3(1), 2721–9798. https://doi.org/10.556442
Widiarini, P. (2020). Profil Miskonsepsi Mahasiswa Calon Guru Fisika Pada Konsep Gaya (Vol. 14, Issue 1).
