A. Desstya, Z.K. Prasetyo, S. Suyanta
To avoid errors in understanding the concept of physics sustainably, misconception of physics needs to be diagnosed, both students and teachers in elementary or secondary education. However, this diagnosis is still rarely done in teachers at elementary school. This research is to describe and identify misconceptions in understanding on physical concept in elementary school teachers. This is a qualitative research. The respondent are 14 elementary school teachers in Surakarta, with stratified purposive sampling. Collecting data with test and interview, with open response essay test and an interview. The process of analysis through data collection, data reduction, and withdrawal of conclusions, done inductively. The results: 14,54% teachers have a scientific understanding of the concept, misconception category of 80,12%, and 4,17% not understand category. Misconceptions absolutely occur in the understanding of the time object to arrive at the ground. Misconceptions are categorized high on the concept of 1) the force of gravity (92,86%), 2) light velocity (92,86%), 3) frequency and amplitude (85,71%), 4) static electric force 78,57%), and 5) visible object by eye (57,15%). The conclusion that the understanding of elementary school teachers on the concept of physical science shows different levels and varies. © Published under licence by IOP Publishing Ltd.
Science Education Program, Universitas Negeri Yogyakarta, Jalan Colombo No 1, 55281, Indonesia; Department of Sciences Education, Universitas Negeri Yogyakarta, Jalan Colombo No 1, 55281, Indonesia; Department of Chemistry Education, Universitas Negeri Yogyakarta, Jalan Colombo No 1, 55281, Indonesia
