<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi siswa pada materi mekanika menggunakan four-tier diagnostic test. Penelitian ini bersifat deskriptif dengan desain studi kasus. Subjek penelitian berjumlah 342 orang siswa SMA kelas X di kalimantan barat. Instrumen four-tier diagnostic test yang digunakan berbentuk pilihan ganda dengan penalaran tertutup dan berjumlah 40 nomor soal. Data miskonsepsi diperoleh dengan mengelompokkan ke dalam 4 kategori, sesuai konsep sains, kurang pengetahuan, false negatif, false positive dan miskonsepsi. Selanjutnya miskonsepsi tiap submateri dan tiap item dianalisis kemudian dipersentasekan ke dalam kategori tinggi, sedang dan rendah. Hasil penelitian ini menunjukkan bahwa siswa mengalami miskonsepsi sebesar 30,4% pada submateri gerak lurus (kategori sedang), gerak melingkar sebesar 28,3% (kategori rendah), gerak parabola sebesar 19,4% (kategori rendah), hukum-hukum Newton sebesar 17,3% (kategori rendah), serta usaha dan energi sebesar 22.1% (kategori rendah). Akan tetapi, terdapat data yang menunjukkan miskonsepsi tinggi pada salah satu item soal gerak lurus beraturan dengan persentase sebesar 54,67% yaitu menjelaskan grafik posisi dan waktu gerak lurus.Kata Kunci: Four-Tier Diagnostic Test; Mekanika; Miskonsepsi Description of Students' Misconceptions about Mechanics Material Using the Four-Tier Diagnostic TestABSTRACTThis study aims to describe students' misconceptions in mechanics material using a four-tier diagnostic test. This study was descriptive with a case study design. The subjects of the study were 342 high school students in grade X in West Kalimantan. The four-tier diagnostic test instrument used was in the form of multiple choices with closed reasoning and consisted of 40 questions. Misconception data were obtained by grouping them into 4 categories, according to the concept of science, lack of knowledge, false negative, false positive and misconception. Furthermore, the misconceptions of each sub-material and each item were analysed and then presented as a percentage into high, medium, and low categories. The results of this study indicated that students experienced misconceptions of 30.4% in the sub-material of straight motion (medium category), circular motion of 28.3% (low category), parabolic motion of 19.4% (low category), Newton's laws of 17.3% (low category), and work and energy of 22.1% (low category). However, there was data that showed a high level of misconception in one of the questions on uniform straight motion with a percentage of 54.67%, namely explaining the position and time graphs of straight motion.]]>
