Mutmainna Mutmainna, Edi Istiyono, Haryanto Haryanto, Heri Retnawati, Caly Setiawan
Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to identify student misconceptions. However, each tool has advantages and disadvantages. Therefore, teachers play a crucial role, including their understanding of misconceptions and their ability to select the most effective tools according to their purpose. This study sought to uncover the experiences of eight physics teachers through phenomenological studies. Physics teachers involved in this research had diversity based on the period of experience teaching physics, geographical area, and education level. A virtual semi-structured interview (40 to 60 minutes) for all physics teachers involved in this study. Personal Practice Theories (PPTs) by Cornett was chosen as a framework to shape the experiences and perspectives of physics teachers regarding the assessment of physics misconceptions, viewed from personal aspects, knowledge, and how they practice diagnostic misconception assessments in physics classrooms.The findings revealed four themes: (1) personal experiences of Physics teachers, (2) Physics teachers' knowledge, (3) practices in assessing Physics misconceptions, and (4) teachers' reflections on future assessment practice. The research findings provided valuable references for physics educators and curriculum developers. © 2025 Peace and Conflict Studies. All rights reserved.
Educational Research and Evaluation Doctoral Study Program, Universitas Negeri Yogyakarta, Indonesia; Physics Education Study Program, Universitas Sulawesi Barat, Indonesia
