Analisis Pemahaman Konsep Peserta Didik pada Materi Rangkaian Forward-Reverse Menggunakan Three-Tier Test
DOI:
https://doi.org/10.24036/jpte.v7i2.737Keywords:
Conceptual understanding, misconception, Three-Tier Test, forward-reverse circuit, vocational educationAbstract
Understanding students' conceptual knowledge is an essential aspect of vocational education because it influences their ability to apply concepts in practical learning. This study aimed to analyze students' conceptual understanding of the forward-reverse motor control circuit in the Electrical Motor Installation subject at SMKN 1 Padang using a Three-Tier Test instrument. The research employed a quantitative descriptive method involving 58 eleventh-grade students of the Electrical Power Installation Engineering program. The research instrument consisted of 25 Three-Tier Test items that had been validated through content validity using Aiken's V, empirical validity using the Pearson Product Moment correlation, and reliability testing using Cronbach's Alpha. Data were analyzed descriptively by classifying students into three categories: understanding the concept, misconception, and lack of conceptual understanding. The findings revealed that students' conceptual understanding was relatively low, with only 23.43% demonstrating correct conceptual understanding, while 68.62% experienced misconceptions and 7.93% lacked conceptual understanding. These results indicate that misconceptions remain the dominant learning problem in the forward-reverse motor control circuit topic. Therefore, teachers are encouraged to implement learning strategies and diagnostic assessments that can identify and reduce misconceptions to improve students' conceptual understanding.
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