@phdthesis{digilib76732,
           month = {June},
           title = {IDENTIFIKASI PROFIL MISKONSEPSI SISWA PADA MATERI KINEMATIKA GERAK LURUS MELALUI FIVE-TIER TEST BERBANTUAN PICTORIAL},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 22104050008 Qurrota A?yuni},
            year = {2026},
            note = {Nira Nurwulandari, M.Pd.},
        keywords = {Miskonsepsi, Five-Tier Test Berbantuan Pictorial, Kinematika Gerak
Lurus},
             url = {https://digilib.uin-suka.ac.id/id/eprint/76732/},
        abstract = {This research was conducted at MAN 2 Yogyakarta in the even semester of
the 2025/2026 academic year. The research method used was descriptive
quantitative. The sample of this study consisted of 32 students from class XI C at
MAN 2 Yogyakarta who had studied the topic of straight-line motion kinematics.
The research instrument was a five-Tier diagnostic test developed based on
curriculum indicators and findings of misconceptions from previous studies to
ensure that the instrument was able to specifically diagnose students' cognitive
barriers. The research data were analyzed based on the combination of students'
responses to the five-Tier diagnostic test, including the level of confidence in both
concept answers and reasoning, thus making it possible to distinguish between
students who had sound understanding, partial conceptual understanding, no
understanding, and misconceptions. The sources of misconceptions were identified
through the options of understanding sources provided in the test.
The results indicated that 25.8\% of students had misconceptions. The
primary source of these misconceptions was personal thinking (88.8\%), with the
remainder originating from teachers, peers, textbooks, and the internet.
Misconceptions were identified in various sub-topics: acceleration (40.6\%), GLBB
(28.6\%), speed and velocity (26.6\%), distance and displacement (21.9\%), and GLB
(18.0\%). The use of pictorial-assisted instruments can diagnose students'
misconceptions more specifically by minimizing text literacy barriers and
encouraging cognitive processing from images to concepts.}
}