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All Journal Al Ishlah Jurnal Pendidikan Eduproxima : Jurnal Ilmiah Pendidikan IPA
Tia Sarawati
Universitas Negeri Yogyakarta
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Diagnosing Junior High School Students’ Misconceptions and Confidence on Force and Motion Using the Certainty of Response Index (CRI) and Written Reasoning Analysis Tia Sarawati; Ismail Fikri Natadiwijaya; Insih Wilujeng; Laifa Rahmawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6586

Abstract

Misconceptions in force and motion are persistent in junior high school and often remain hidden when assessment focuses only on correctness. Integrating students’ confidence with their answers may improve diagnosis and inform instruction while also revealing critical thinking quality in written justifications. This descriptive study involved 50 eighth-grade students (SMP Evans Indonesia). Students completed 10 reasoned multiple-choice diagnostic items on force and motion (e.g., velocity–time graphs, force–acceleration relation, Newton’s First Law), each accompanied by a Certainty of Response Index (CRI, 0–5). A cutoff of CRI ≥ 2.5 distinguished high vs low confidence. Written justifications were analyzed using Facione’s critical thinking indicators (interpretation, inference, explanation, evaluation). Five students representing different conceptual profiles were selected for in-depth reasoning analysis. Misconceptions were most frequent in velocity–time graph interpretation and other abstract representations (about four in ten students showed confident, incorrect answers), while more concrete ideas (e.g., balanced forces) showed relatively higher understanding. Students classified as having misconceptions reported a higher mean CRI (~3.15) than students who answered correctly but were uncertain (~2.85), indicating a strong tendency towards false confidence. In the qualitative subsample, justification analysis revealed that interpretation (80%) and explanation (60%) were more common than inference (40%), while evaluation (0%) was absent. CRI-based diagnostics reveal deeply held misconceptions and limited higher-order reasoning. Instruction should explicitly target conceptual change and scaffold inference and evaluative thinking through simulations, graph-focused tasks, and structured argumentation.
DISCOVERY LEARNING BASED AR: A LEARNING INNOVATION TO ENHANCE CRITICAL THINKING FOR JUNIOR HIGH SCHOOL Dwi Ayu Nurfaizah; Tia Sarawati; Sarina Sarina; Andini Pertiwi; Maryati Maryati; Ismail Fikri Natadiwijaya
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i1.8264

Abstract

Learning challenges include using innovative media to improve students' critical thinking skills. This research examined the effectiveness of AR based Discovery Learning as an innovative learning media to enhance students' critical thinking skills. This research employed a pre-experimental approach, specifically utilizing a one-group pretest-posttest design. The participants consisted of 28 seventh-grade students from junior high schools in Yogyakarta. A critical thinking skills test focused on Solar System content served as the research instrument. Data were analyzed using both descriptive and inferential statistical methods with the help of SPSS version 22.0 for Windows. The findings revealed that the average normalized gain (N-gain) in students' critical thinking skills was 0.6327 (medium category), significantly increasing after using AR-based Discovery Learning. The effect size for critical thinking skills is 4.31 (huge category), which indicates that AR, based on Discovery Learning, significantly affects these skills. Discovery learning involves learners actively in the discovery process to increase in-depth understanding of the material. AR media supports more interactive learning through real visualisation of objects. So that AR media based on Discovery Learning can be used as an innovative and technology-based science learning strategy.
Co-Authors Andini Pertiwi Dwi Ayu Nurfaizah Insih Wilujeng Ismail Fikri Natadiwijaya Laifa Rahmawati Maryati Maryati Sarina Sarina