Journal of Physics: Conference Series

PAPER • OPEN ACCESS

ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model with
the pictorial riddle method: is it effective in reducing physics
misconceptions?
To cite this article: R Diani et al 2020 J. Phys.: Conf. Ser. 1572 012020

View the article online for updates and enhancements.

This content was downloaded from IP address 110.89.121.62 on 17/12/2020 at 01:40

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

ECIRR (Elicit, Confront, Identify, Resolve, Reinforce)
learning model with the pictorial riddle method: is it effective
in reducing physics misconceptions?
R Diani1*, Y Yuberti1, S Anggereni2, G N Utami3, A Iqbal4 and I Kurniawati1
1

Department of Physics Education, Faculty of Education and Teacher Training,
Islam Negeri Raden Intan Lampung, Indonesia
2
Department of Physics Education, Faculty of Education and Teacher Training,
Islam Negeri Alauddin Makassar, Indonesia
3
Department of Chemistry Education, Faculty of Education and Teacher Training,
Lampung, Indonesia
4
Department of Chemistry Education, Faculty of Education and Teacher Training,
Islam Negeri Raden Intan Lampung, Indonesia

Universitas
Universitas
Universitas
Universitas

*rahmadiani@radenintan.ac.id
Abstract. Misconception is one of the problems that often happen in learning physics. The
solution that can be offered in overcoming or reducing misconceptions is by improving the
physics learning process. This study aims to determine the effectiveness of the ECIRR learning
model with the pictorial riddle method for the misconceptions of grade VIII students in one of
the junior high schools in Central Lampung District. The research method used is a quasiexperiment with nonequivalent control group design. The independent sample t-test showed that
the decrease of the misconceptions in the experimental class was greater than that in the control
class. Furthermore, the effect size value of 0.63 is obtained. It means, the ECIRR learning model
with pictorial riddle method is effective in reducing misconceptions with medium categories.
Keywords: concept understanding, ECIRR learning model, flash card media, misconception,
pictorial riddle method.

1. Introduction
Physics is the most fundamental science for the development of information technology, transportation
and energy production [1]. Physics contains scientific concepts, laws, equations and events that often
occur in the surrounding environment [2-4]. The purpose of learning physics is to deliver students to be
able to understand physics’ concept and be able to apply it in their everyday life [5-7].
Learning physics emphasizes more on understanding concepts than memorizing [8, 9].
Understanding concept is a basic and a very important stage in learning [10]. If there is an error in
understanding the concept of physics, it will affect the continuation of the learning process of the
students [11]. One of the causes of students' poor concept understanding is misconception [12, 13].
Many students find it difficult to understand the concepts of physics [14]. The main cause of difficulties
is due to misconceptions [15].
The results of the pre-research at a junior high school in Central Lampung district showed that besides
the low of students’concept mastery ability, many students are wrong in understanding the concept, for

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd
1

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

example about the concept of work. Most students assume that work depends only on force. The bigger
the force given, the work will also be bigger. However, it is not the right concept, because work could
be zero ifthe distance is zero (there is no displacement).
Misconception is a phenomenon where the concepts understood by students are not appropriate or
different from the scientific concepts by physicists [16, 17]. Misconceptions are difficult to correct,
students tend to maintain the initial concepts they understand [18, 19]. Therefore, misconception is still
a frightening problem and is always present in learning, especially in basic physics concepts in science
learning [20]. Factors that cause misconceptions include students themselves, the teachers, the textbook
used, context, internet and also due to the way of teaching [5, 21]. Misconceptions are also due to ideas
based on irrelevant experiences [22]. Misconceptions must be immediately recognized and overcome,
because it can cause negative effects on student learning outcomes and interfere with the learning
process further [23].
Misconceptions cannot be reduced by classical learning methods [16]. One of the lessons that can be
applied to reduce misconceptions is learning with the ECIRR model. ECIRR learning model (elicit,
confront, identify, resolve, reinforce) is a learning model that can reduce misconceptions properly [2].
ECIRR learning model follows understanding constructivism which will cause cognitive conflict in
students in the learning process. Cognitive conflict learning can reduce misconceptions well and has a
significant influence on learning outcomes [24].
One learning method that can be used and optimize the implementation of learning with ECIRR
model is pictorial riddle method. The pictorial riddle method can improve students' understanding of
concepts [25]. The pictorial riddle method can help in developing student activities and improving
student learning outcomes [26]. The pictorial riddle method makes learning more interesting and
motivates students to discuss [27].
Research on the application of the ECIRR learning model in learning has been conducted several
times. ECIRR learning models used to improve students’ concept understanding in kinetic gas theory
are proven with significant results [28]. The application of the ECIRR learning model has also been
proven to reduce misconception on redox reaction material [29]. Furthermore, the ECIRR learning
model can reduce misconceptions well on chemical equilibrium material [30]. From several studies
above, it is known that there has been no research on the application of ECIRR learning models to
misconceptions in physics learning and there are no studies that apply the ECIRR model with the
pictorial riddle method simultaneously. Thus it is necessary to conduct research on the application of
the ECIRR learning model with the pictorial riddle method of the junior students' misconception in
learning physics, especially on work and simple machine material. Furthermore, as a complement,in this
study we used flash cards as a learning media. Flash card media can help motivate students in learning
and improve learning outcomes [31]. Moreover, flash card media can also help students in understanding
concepts so as to improve students' concepts understanding [32]. With these learning tools, can make
the learning process run well and make the learning process not rigid and boring.
2. Research Methods
The research method used is a quasi-experimental research with noneequivalent control group design,
becausethis research using a pretest-posttest control group design. The population in this study were
students of class VIII in one of the junior high school in Central Lampung in the academic year
2018/2019, with the sample consisting of 2 classes: the first class as the experimental class and the
second class as the control class. The sampling technique used is purposive sampling which is a
sampling technique with special consideration [33]. In this study, the sample is chosen based on the
average value of learning outcomes that can represent each class with standard knowledge, besides the
class that will be the sample must have a variety of class member. Students in the experimental class
amounted to 29, and the control class has 28 students. The experimental class applied the ECIRR
learning model with the pictorial riddle method, meanwhile the control class applied the discovery
learning model, the learning model commobly used by the teacher.

2

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

The instrument used was a four-tier diagnostic test that was equipped with a CRI (certainty of
response index) certainty scale. Four-tier diagnostic test is a four-level test, an upgradeofthree tier
testwith semi-closed typein the reasons section [34]. One four-tier diagnostic test consists of questions,
level of confidence in choosing answers, reasons, and level of confidence in choosing reasons [35].
Diagnostic tests are believed to help teachers recognize students' misconceptions [36]. The use of the
CRI certainty scale can help in analyzing data accurately and more effectively in diagnosing students'
misconceptions [37]. Interpretations of the combination of answers from the four-tier and CRI (Certainty
of Response Index) certainty scale are presented in Table 1, and the details of the CRI certainty level
scale category are presented in Table 2.
Table 1 The Answer Combination of Four Tier Diagnostic Test [11]
Answer Combination
Answer
The
Certainty Level of the
Reason
Certainty Level of the
Combination
Answer
answer
reason
Understand
Right
Sure
Right
Sure
the concept
Right
Not Sure
Right
Not Sure
Right
Sure
Right
Not Sure
Right
Not Sure
Right
Sure
Not
Right
Not Sure
Wrong
Not Sure
understand the
Wrong
Not Sure
Right
Not Sure
concept
Wrong
Not Sure
Wrong
Not Sure
Right
Sure
Wrong
Not Sure
Wrong
Not Sure
Right
Sure
Right
Not Sure
Wrong
Sure
Right
Sure
Wrong
Sure
Miisconception
Wrong
Sure
Right
Not Sure
Wrong
Sure
Right
Sure
Wrong
Sure
Wrong
Not Sure
Wrong
Not Sure
Wrong
Sure
Wrong
Sure
Wrong
Sure
Table 2 CRI Certainty Level Scale Category[38]
Category
Scale
Certainty Level
Guessing
Very Unsure
Not Sure
Sure
Very Sure
Strongly Sure

0
1
2
3
4
5

Low/ Not Sure
High/ Sure

The instrument to be used is tested on students (not sample students) who have studied work and
simple machines material. The data obtained were then analyzed to find out the validity, reliability,
level of difficulty, difference of power and the functioning of the deception. Furthermore, we got an
appropriate instrument to be used in measuring students' misconceptions. Of the 20 questions
developed, 15 were obtained that were feasible to be used with a high level of reliability, it is 0.76.
The data analysis technique used is the N-gain test which is used to see the difference in the results
of misconceptions that occur between the control class and the experimental class [39]. The formula
used is:
N-gain =
(1)

3

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

Normalized N-gain scores are categorized according to Table 3:
Table 3 N-Gain Category [10]
Gain Category
Criteria
g > 0,70
High
0,30 ≤ g ≤ 0,70
Medium
g < 0,30
Low
The percentage of misconceptions that occur in students are analyzed using [40-42]:
P = x 100%

(2)

With:
P
= the percentage of students who experience misconception.
F
= students who experience misconception.
N
= the number of participants.
The results of the misconception calculation are categorized based on Table 4.
Table 4 Level of Misconception Criteria [43, 44]
Besar P
Kriteria
61% - 100%
Tinggi
31% - 60%
Sedang
0% - 30%
Rendah
Before testing the hypothesis and effect size the data prerequisites are tested. The first data
prerequisite test is the normality test using the Lilliefors [45]. After the data is declared normal, the data
is tested for homogeneity which aims to see whether the results of the data in the experimental class
and the control class have the same variance [46]. After the data is declared normal and has a
homogeneous variance, then the data analysis can proceed with the hypothesis test with the independent
sample t-test [47]. Statistical tests were done with a significance level of 5%. Provisions for hypothesis
testing are seen in table 5.
Sig
Sig > 0,05
Sig ≤ 0.05

Table 5 Hypothesis Testing Provisions [46]
Statement
Description
H0Accepted
There is no difference in the reduction of
H1Rejected
misconception between the experimental class and
the control class
H0Rejected
There is a difference in the reduction of
H1Accepted
misconception between the experimental class and
the control class

Hypothesis test [48]:
̅

t=
(

)

(

(

With:
𝑥̅
𝑥̅
𝑛
𝑛
𝑠
𝑠

̅

(3)
)

)

=the average results of the experimental class.
=the average results of the control class.
=the number of the students in experimental class.
=the number of the students in control class.
=experimental class data variance.
=control class data variance.

4

(

)

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

Effect size can be interpreted as a treatment in the learning process that shows how effective a
variable is towards other variables [46]. Effect sizes can be calculated with the Cohen formula, and are
described in more detail by Hake [46, 49].
d= (
(4)
with :
d
mA
mB
sdA
sdB

= Effect size
= Average gain of experimental class.
= Average gain of control class.
= standard deviation of the experimental class.
= standard deviation of the control class.

The effect size criteria are presented in Table 6.
Table 6 Criteria of Effect Size [50]
Effect Size
Criteria
d< 0,2
Low
0,2 < d > 0,8
Medium
d > 0.8
High
To describe the implementation of the ECIRR learning model with the pictorial riddle method in
the classroom, observations were done using an observation sheet. Observation results were analyzed
using formulas:
Percentage=
x 100
(5)
The results obtained are categorized according to Table 7.
Table 7 Learning Implementation Criteria [51]
Sig
Criteria
0% - 20%
Very Not Good
21% - 40%
Not Good
41% - 60%
Good Enough
61% - 80%
Good
81% - 100%
Very Good
3. Results and Discussion
The N-Gain results of the experimental class and the control class are presented in Table 8.
Research Results
Kelas Eksperimen
Kelas Kontrol

Table 8 N-Gain Test Results
Pretest
Posttest
N-Gain
12,44%
18,17%
0,39%
11,32%
13,71%
0,11%

Criteria
Medium
Low

Based on Table 8 it is known that the percentage of N-gain in experimental class is greater than that in
the control class. It means the concept understanding of the experimental class is higher than the concept
understanding of the control class. The N-gain results in the experimental class are in the medium
category, while in the control class are in the low category.
The percentage of misconceptions in the experimental class and the control class is presented in
Figure 1.

5

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

Percentage

8

5,89

6

5,72
4,14

4

2,31

2

Pretest
Posttest

0
Control Class

Experimental Class

Research Samples

Figure 1 Percentage of misconception of the experimental class and the control class
Based on Figure 1 it is known that there was a decrease in misconceptions in both classes. However,
students in the experimental class have a greater decrease in misconceptions than in the control class.
Thus, it can be concluded that the application of the ECIRR learning model with the pictorial riddle
method can reduce misconceptions.
The next statistical test is to test the data prerequisites namely normality test and homogeneity test.
The results of the normality test are presented in Table 9, and the results of the homogeneity test are
presented in Table 10.
Table 9 Normality Test Result
Statistic
Experimental Class
Control Class
Pretest
Posttest
Pretest
Posttest
Lcount
0,155
0,163
0,166
0,083
Ltable
0,164
0,164
0,167
0,167
Sig
0,05
0,05
0,05
0,05
Lilieffors test
Lc< Lt
Lc< Lt
Lc< Lt
Lc< Lt
Conclusion
Normal
Normal
Normal
Normal

Statistic
SD2
Sig
Fcount
Ftable
Conclusion

Table 10 Homogeneity Test Result
Pretest
Posttest
Experimental
Control Class
Experimental
Control Class
Class
Class
55,39
58,30
83,14
56,87
0,05
0,05
0,95
1,46
1,87
1,87
Homogen
Homogen

Tables 9 and 10 show that data on misconceptions both pretest and posttest in the experimental class
and control class are normally distributed and have homogeneous variance, meaning that the samples
used in this study are at the same level.
After the data is normal and homogen, the hypothesis test is continued. The results of the hypothesis
test analysis are presented in Table 11.
Class
Experiment
Control

Table 11 Hypothesis Test Result
ẋ
Sp
ttabel
thitung
18,1
8,382
2,004
2,008
13,7

Conclusion
There is influence

Table 11 shows the results that tcount>ttable, it can be concluded that there is an influence of the ECIRR
model with pictorial puzzle method towards misconceptions which is showed by the difference in the
results of misconceptions between the experimental class and the control class.
The effectiveness of the ECIRR learning model with the pictorial riddle method towards
misconceptions was measured using the effect size test. The resultis presented in Table 12.
6

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

Table 12 Effect Size Result
Statistic
Experiment
Control
Mean of Gain (Average of Gain)
5,72
2,39
SD
5,9
4,54
Effect Size
0,63
Criteria
Medium

Number of Students Who
Have Misconceptions

Table 12 shows that the ECIRR learning model with the pictorial riddle method is effective in reducing
students' misconceptions in work and simple machines material, with medium categories. that means,
there are still misconceptions but not as big as before. Next, Figure 2 presents the decrease in the number
of students who experience misconceptions on each item.
18
16
14
12
10
8
6
4
2
0

Qu
esti
on
1
Pretest Experiment Class
11
Posttest Exsperiment Class 1
Pretest Control Class
11
Posttest Control Class
3

Qu
esti
on
2
13
2
13
6

Qu
esti
on
3
8
2
12
7

Qu
esti
on
4
12
4
11
8

Qu
esti
on
5
10
8
16
8

Qu
esti
on
6
10
9
12
8

Qu
esti
on
7
11
7
5
4

Qu
esti
on
8
10
5
7
9

Qu
esti
on
9
10
4
6
6

Qu
esti
on
10
9
6
15
12

Qu
esti
on
11
15
6
10
9

Qu
esti
on
12
9
5
11
8

Qu
esti
on
13
15
5
14
10

Qu
esti
on
14
10
1
11
8

Qu
esti
on
15
14
2
11
10

Figure 2 Adecrease in the number of students that are experiencing misconceptions on each item
Figure 2 shows that misconceptions still occur in both classes. But the decrease number in the
experimental class is greater than in the control class. It was concluded that the ECIRR learning model
with the pictorial riddle method had an effect on reducing misconceptions. Figure 2 also shows that
misconceptions occur in all sub concepts of work and simple machines material. The percentage of
misconceptions that occur in sub-concepts of work and simple machines material are presented in Table
13.
Table 13 Percentage of Students Misconceptions Per Sub-Concept onwork and simple machines
material
Sub-Concept
Number of Question
Percentage
Work
1,2,3,7,10
37,24%
Simple machine pulley type
5,8,15
39,08%
Simple machine lever type
9,12,14
32,75%
Simple machine inclined plane type
4, 6, 11, 13
42,66%
The results of the implementation of the ECIRR learning model with pictorial riddle method are
shown in Figure 3.

7

Percentage

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

95%
90%
85%
80%
75%

92%

88%

87,70%

83%

I

II

III

Average

Meeting

Figure 3 Percentage of implementation of the ECIRR model with pictorial riddle method
Based on Figure 3, the percentage of implementation of the ECIRR learning model with pictorial riddle
method is in very good category. That means, the application of the ECIRR learning model with
pictorial riddle method is well implemented so it is effective in reducing students' misconceptions.
Factors that influence the differences in the results of students' misconceptions in the experimental
class and the control class are the different models, methods and learning media that were used in
learning. The ECIRR learning model has proven to be more effective in reducing misconceptions on of
work and simple machines material. This is supported by the results of previous studies which was
showing that the ECIRR learning model with a combination of real laboratory and virtual laboratory
can reduce student misconceptions [52], and the previous research that showed that ECIRR learning
can influence student learning outcomes [53],and also previous research which said that the ECIRR
learning model is an effective learning model to reduce misconceptions on chemistry, because the
ECIRR learning model emphasizes the conceptual change of students by confronting the wrong
understanding of students [54].
Learning with the ECIRR model in reducing misconceptions is more optimal with the pictorial riddle
method. The pictorial riddle learning method can help to improve students’ activities [55] and can
improve student learning outcomes [56]. In addition, the use of the pictorial riddle method can improve
students' concepts understanding [57]. Learning becomes more interesting with the use of flash card
media. Flash cards can help students to improve the understanding of the concepts [32], attract learning
interest [31] and increase the activeness of students in learning. Besides, it can also improve student
learning outcomes [58].
ECIRR learning model with pictorial riddle method using flash card can help students recognize
misconceptions, reduce misconceptions, motivate students to be active in discussions, solve problems
given by teachers, and all students can be actively involved and able to work together in the learning
process. With the increase of students’ learning activities, the learning outcomes of students will
increase [59]. In the elicit stage, the teacher gives a question to students to find out the student's initial
concept. At this stage teacher explore alternative concepts that exist in students to recognize the
misconceptions [60]. In the confront stage, teacher demonstrate physical phenomena to create
contradictions and ask students to compare them. In this phase there will be a conflict in students’ mind
so there will be a cognitive imbalance in students [2]. The physics phenomenon on the flash card is
presented in Figure 4.

8

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

(a)
(b)
Figure 4 Flash card (a)someone who is pushing a car and (b) a speeding car
At the identify stage students were asked to explain the concepts and reasons based on hypotheses in
the elicit and confront stages. At this stage students could clarify and revised their initial concept
(previous concept) [52].In the resolve stage, the teacher tried to provide an understanding of the actual
concept by conducting demonstrations and giving examples that were often happen in daily life. For
example, the activity of pushing a table causes the table moving, this is an example of a work that has
a positive value, because the movement is in the same direction as the given force. Another example
was the activity of lifting a book and putting it back in its original place. This is the example of a zerovalue work, because the book is not moving, even though the force is given. In this phase students are
guided by teacher to reduce their misconceptions [61]. At the reinforce stage which was the final stage,
teacher reviewed the learning process. Teacher tried to give questions back that lead to the actual
concepts that have been learned. Through this stage, the teacher can clearly see whether students really
understand or not. Teacher also invited students to ask questions about concepts or things that were not
yet understood. This stage is the most important stage, techer repeatedly reinforce the concept in various
ways, including giving questions. But make sure the questions given are conceptual questions [30].
Figure 2 and Table 13 show that the misconceptions on students have not been completely reduced.
This is because misconceptions are resistant and difficult to fix. Students tend to maintain the original
concept [18, 62]. Students tend to maintain their misconceptions so that misconceptions are not easily
overcome [63]. Besides, the deficiencies in the implementation of the ECIRR model can also affect, for
example at the reinforce stage, activities provide reinforcement of concepts to students. If the
implementation of this stage is enhanced it will be more effective in reducing misconceptions. Although
the results of observations of the implementation of learning that is presented in Figure 3 shows that the
ECIRR model with the pictorial riddle method is implemented very well, it still have to be improved so
the results obtained are more optimal.
4. Conclusion
Based on the results of the study, it can be concluded that the ECIRR learning model with the pictorial
riddle method is effective in reducing students' misconceptions on work and simple machine. The
independent sample t-test showed that the decrease in the misconception of the experimental class was
greater than that of the control class. That means the ECIRR learning model with the pictorial riddle
method has an effect in reducing students' misconceptions. Furthermore, the effect size value is 0.63. It
means the ECIRR learning model with the pictorial riddle method is effective in reducing
misconceptions with medium categories.
5. References
[1] Tanti, Jamaluddin & B. Syefrinando 2017 Pengaruh Pembelajaran Berbasis Masalah Terhadap
Beliefs Siswa Tentang Fisika dan Pembelajaran Fisika J. Ilm. Pendidik. Fis. Al-BiRuNi 6 1
23
[2] W. Y. Aldila, W. Setyarsih & A. Kholiq 2016 Penggunaan PhET Simulation dalam ECIRR Untuk
Mereduksi Miskonsepsi Siswa pada Materi Fluida Dinamis J. Inov. Pendidik. Fis. 5 3
[3] S. S. Sari 2017 Pengaruh Bentuk Tes Formatif Dan Kompetensi Guru Terhadap Hasil Belajar
9

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
[17]
[18]
[19]
[20]
[21]
[22]
[23]
[24]
[25]

Fisika J. Penelit. Pendidik. dan Penilai. Pendidik 2 1 140–157
Nursefriani, M. Pasaribu & H. Kamaluddin 2017 Analisis Pemahaman Konsep Siswa SMA LabSchool Palu pada Materi Hukum Newton J. Pendidik. Fis. Tadulako 4 2
D. A. Syahrul & W. Setyarsih 2015 Identifikasi Miskonsepsi dan Penyebab Miskonsepsi Siswa
dengan Three-tier Diagnostic Test Pada Materi Dinamika Rotasi J. Inov. Pendidik. Fis. 4 3
67–70
W. P. Sari, E. Suyanto & W. Suana 2017 Analisis Pemahaman Konsep Vektor pada Siswa Sekoah
Menengah Atas J. Ilm. Pendidik. Fis. ’Al-Biruni 6 2 159
N. S. Pratama & E. Istiyono 2015 Studi Pelaksanaan Pembelajaran Fisika Berbasis Higher Order
Thinking (Hots) pada Kelas X di SMA Negeri Kota Yogyakarta in Prosiding Seminar
Nasional dan Pendidikan Fisika (SNFPF) Ke-6 6 1
Mursalin 2014 Meminimalkan Miskonsepsi Pada Materi Rangkaian Listrik Dengan
Pembelajaran Predict-Observe-Explain J. Ilmu Pendidik 20 1 94–99
F. N. Sholihat, A. Samsudin & M. G. Nugraha 2017 Identifikasi Miskonsepsi dan Penyebab
Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test Pada Sub-Materi Fluida
Dinamik: Azas Kontinuitas J. Penelit. Pengemb. Pendidik. Fis. 3 2 175–180
H. Rosdianto, E. Murdani & Hendra 2017 Implementasi Model Pembelajaran POE (Predict
Observe Explain) Untuk Meningkatkan Pemahaman Konsep Siswa Pada Materi Hukum
Newton J. Pendidik. Fis. 6 1 57
W. B. Sheftyawan, T. Prihandono & A. D. Lesmono 2018 Identifikasi miskonsepsi siswa
menggunakan four-tier diagnostic test pada materi optik geometri J. Pembelajaran Fis. 7 2
147–153
I. I. Ismail, A. Samsudin, E. Suhendi & I. Kaniawati 2015 Diagnostik Miskonsepsi Melalui
Listrik Dinamis Four Tier Test in Prosiding Simposium Nasional Inovasi dan Pembelajaran
Sains
R. Silviani, R. Muliyan & Y. Kurniawan 2017 Penerapan Three Tier-Test Untuk Identifikasi
Kuantitas Siswa Yang Miskonsepsi Pada Materi Magnet JIPF J. Ilmu Pendidik. Fis. 2 1 10–
11
M. L. hakim Abbas 2016 Pengembangan Instrumen Three Tier Diagnostic Test Miskonsepsi
Suhu dan Kalor Ed-Humanistics 1 2 84
P. R. Artiawati, R. Muliyani & Y. Kurniawan 2016 Identifikasi Kuantitas Siswa Yang
Miskonsepsi Menggunakan Three Tier- Test Pada Materi Gerak Lurus Beraturan ( GLB ) J.
Ilmu Pendidik. Fis. 1 1 13–15
P. Suparno 2013 Miskonsepsi dan Perubahan Konsep Dalam Pendidikan Fisika (Jakarta: PT.
Gramedia Widiasarana Indonesia)
F. M. Wiyono 2016 Identifikasi hasil analisis miskonsepsi gerak menggunakan instrumen
diagnostik three tier pada siswa smp 6 2 61–69
M. Hidayatulloh, F. Humairoh, U. Wachidah, D. A. Iswati & Suliyanah Pengembangan
Perangkat Pembelajaran Untuk Mereduksi Miskonsepsi Siswa Pada Materi Rangkaian Listrik
Dengan Scientific Approach J. Penelit. Fis. dan Apl. 5 1 28–32
A. S. Hono & L. Yuanita 2014 Penerapan Model Learning Cycle 7E Untuk Memprevensi
Terjadinya Miskonsepsi Siswa Pada Konsep Reaksi Redoks J. Penelit. Pendidik. Sains 3 2
G. Resbiantoro & A. W. Nugraha 2017 Miskonsepsi Mahasiswa Pada Konsep Dasar Gaya Dan
Gerak Untuk Sekola Dasar J. Pendidik. Sains 5 2
N. Respatiningrum, Y. Radiyono & E. Wiyono 2015 Analisis Miskonsepsi Materi Fluida pada
Buku Ajar Fisika SMA in Prosiding Seminar Nasional Fisika dan Pendidikan Fisika 6
D. N. L. Laksana 2016 Miskonsepsi Dalam Materi IPA Sekolah Dasar J. Pendidik. Indones. 5 2
843–852
Susanti 2013 Pengembangan Perangkat Pembelajaran Fisika Melalui Pendekatan CTL Untuk
Meminimalisir Miskonsepsi Fluida Dinamis JPPS (Jurnal Penelit. Pendidik. Sains) 2 2 224–
230
P. Maulana 2010 Usaha mengurangi terjadinya miskonsepsi fisika melalui pembelajaran dengan
pendekatan konflik kognitif 6 98–103
A. Zarisa & Saminan 2017 Penerapan pembe;ajaran Inkuiri Menggunakan Metode Pictorial
Riddle Pada Materi Alat-Alat Optik Untuk Meningkatkan Kreativitas dan Hasil Belajar Siswa
10

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

J. Pendidik. Sains Indones. 5 1 2
[26] J. Purwanto & B. U. Hasanah 2014 Efektivitas Model Pembelajaran Inkuiri Tipe Pictorial Riddle
Dengan Konten Integrasi-Interkoneksi Pada Materi Suhu Dan Kalor Terhadap Kemampuan
Berfikir Kritis Siswa SMA J. Kaunia 9 2 117–127
[27] I. H. N. Izzati & Wasis 2018 Penerapan Lembar Kerja Peserta Didik (LKPD) Berbasis Pictorial
Riddle Untuk Melatihkan Kemampuan Berpresentasi J. Inov. Pendidik. Fis. 7 2 221–226
[28] A. C. Pratiwi, W. Setyarsih & A. Kholiq 2016 Peningkatan Pemahaman Konsep Siswa
Menggunakan Model ECIRR Berbantuan PhET Simulation Pada Teori Kinetik Gas J. Inov.
Pendidik. Fis. 5 3
[29] W. J. Hastuti, Suyono & S. Poedjiastoeti 2014 Reduksi Miskonsepsi Siswa pada Konsep Reaksi
Redoks Melalui Model ECIRR J. Penelit. Pendidik. Kim. 1 1 78–86
[30] I. N. Khomaria & H. Nasrudin 2016 Penerapan Model Pembelajaran ECIRR untuk Mereduksi
Miskonsepsi pada Materi Kesetimbangan Kimia Kelas XI MIA Di SMA Negeri 1 Pacet Unesa
J. Chem. Educ. 5 1 98–106
[31] N. L. M. Setiawati, N. Dantes & I. M. Candiasa 2015 Pengaruh Penggunaan Media Gambar Flash
Card Terhadap Minat dan Hasil Belajar IPA Peserta Didik Kelas VI SDLBB Negeri Tabanan
e-Journal Progr. Pascasarj. Univ. Pendidik. Ganesha 5 1
[32] K. Komalasari 2016 Pengaruh Penggunaan Media Flash Card Math Terhadap Hasil Belajar
Metematika J. Keilmuan Pendidik. Mat. 1 2
[33] Yuberti & A. Saregar 2017 Pengantar Metodologi Penelitian Pendidikan Matematika dan Sains
(Bandar Lampung: Aura)
[34] Zaleha, A. Samsudin & M. G. Nugraha 2017 Pengembangan Instrumen Tes Diagnostik VCCI
Bentuk Four-Tier Test pada Konsep Getaran J. Pendidik. Fis. dan Keilmuan 3 1 36–42
[35] D. S. Jubaedah, I. Kaniawati, I. Suyana, A. Samsudin & E. Suhendi 2017 Pengembangan Tes
Diagnostik Berformat Four-Tier ntuk Mengidentifikasi Miskonsepsi Siswa Pada Topik Usaha
Dan Energi in Prosiding Seminar Nasional Fisika (E-Journal)
[36] L. Maharani, D. I. Rahayu, E. Amaliah, R. Rahayu & A. Saregar 2019 Diagnostic Test with FourTier in Physics Learning : Case of Misconception in Newton ’ s Law Material Diagnostic Test
with Four-Tier in Physics Learning : Case of Misconception in N ewton ’ s Law Material,” in
Joiurnal of Physics 1
[37] R. Diani, J. Alfin, Y. M. Anggraeni, M. Mustari & D. Fujiani 2019 Four-Tier Diagnostic Test
With Certainty of Response Index on The Concepts of Fluid in Journal of Physics:
Conference Series 1155 1 012078
[38] S. Ulfah & H. Fitriyani Certainty Of Response Index (CRI): Miskonsepsi Siswa SMP Pada
Materi Pecahan in Seminar Nasional Pendidikan, Sains dan Teknologi Fakultas Matematika
dan Ilmu Pengetahuan Alam 344
[39] A. Y. Allo, B. Jatmiko & R. Agustini 2015 Pengembangan Perangkat Pembelajaran Fisika Model
uided Discovery Learning Menggunakan Alat Sederhana Untuk Mereduksi Miskonsepsi
Siswa SMA Pada Materi Fluida Statis J. Pendidiikan Sains Pascasarj. Univ. Negeri Surabaya
5 1 769–778
[40] S. Arikunto 2014 Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: Rineka Cipta)
[41] N. D. Handayani, S. Astutik & A. Lesmono 2018 Identifikasi Miskonsepsi Siswa Menggunakan
Four-Tier Diagnostic Test Pada Materi Hukum Termodinamika Di SMA Bondowoso J.
Pembelajaran Fis. 7 2 189–195
[42] R. D. Utami, S. Agung & E. S. Bahriah 2017 Analisis Pengaruh Gender Terhadap Miskonsepsi
Siswa SMAN Di Kota Depok Dengan Menggunakan Tes Diagnostic Two-Tier
[43] D. Fitria, Muhibbuddin & Safrida 2017 Pembelajaran Melalui Modul Berbasis Konstruktivisme
Dalam Upaya Mengatasi Miskonsepsi Peserta Didik Pada Konsep Sel Di SMA Begeri 2
Sabang J. Biot. 5 2 157–164
[44] W. A. Saheb, B. Supriadi & T. Prihandono 2018 Identifikasi Miskonsepsi Materi Usaha dan
Energi Menggunakan CRI pada Siswa SMA di Bondowoso in Prosiding Seminar Nasional
Pendidikan Fisika Universitas Jember 3 6–13
[45] Samidi 2015 Pegaruh Strategi Pembelajaran Student Team Heroic Leadership Terhadap
Kreativitas Belajar Matematika Pada Siswa SMP Negeri 29 Medan T.P 2013/2014 J. EduTech
11
11

The 9th International Conference on Theoretical and Applied Physics (ICTAP)
IOP Publishing
Journal of Physics: Conference Series
1572 (2020) 012020 doi:10.1088/1742-6596/1572/1/012020

[46] A. Saregar, S. Latifah & M. Sari 2016 Efektivitas Model Pembelajaran CUPs: Dampak Terhadap
Kemampuan Berpikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla’ul Anwar
Gisting Lampung J. Ilm. Pendidik. Fis. Al-Biruni 5 2
[47] R. Diani, Yuberti & S. Syafitri 2016 Uji Effect Size Model Pembelajaran Scramble Dengan
Media Video Terhadap Hasil Belajar Fisika Peserta Didik Kelas X MAN 1 Pesisir Barat J.
Ilm. Pendidik. Fis. Al-BiRuNi 5 2
[48] S. Siregar 2017 Statistik Parametrik Untuk Penelitian Kuantitatif (Jakarta: Bumi Aksara)
[49] Abdurrahman 2017 Efektivitas dan Kendala Pembelajaran Sains Berbasis Inkuiri terhadap
Capaian Dimensi Kognitif Siswa : Meta Analisis tantangannya dalam upaya J. Kegur. dan
Ilmu Tarb. 2 1
[50] C. Anwar et al. 2019 Effect Size Test of Learning Model ARIAS and PBL : Concept Mastery of
Temperature and Heat on Senior High School Students EURASIA J. Math. Sci. Technol. Educ.
15 3 1–9
[51] S. Latifah 2015 Pengembangan Modul IPA Terpadu Terintegrasi Ayat-Ayat Al-Qur’an Pada
Materi Air Sebagai Sumber Kehidupan J. Ilm. Pendidik. Fis. Al-Biruni 4 2 155
[52] Hamdani 2014 Penerapan Model ECIRR Menggunakan Kombinasi Real Laboratory dan Virtual
Laboratory untuk Mereduksi Miskonsepsi Mahasiswa J. Visi Ilmu Pendidik. 6 3 1378–1389
[53] N. M. Y. Kusuma, I. W. Wiarta & I. B. G. S. Abadi 2014 Pengaruh Model Pembelajaran Elicit
Confront Identify Resolve Reinforce (ECIRR) Berbantuan Media Audiovisual Terhadap
Hasil Belajar Matematika Siswa Kelas IV SD Gugus Singakerta Tahun Ajaran 2013/2014 eJournal Mimb. PGSD Univ. Pendidik. Ganesha 2 1
[54] M. Muhlis, Effendy & A. Santoso Prospek Model Pembelajaran ECIRR Dalam Mereduksi
Miskonsepsi Siswa Pada Materi Kesetimbangan Kimia in Seminar Nasional Kimia dan
Pendidikan Kimia 127–134
[55] M. Febriana, H. Al Asy’ari, B. Subali & A. Rusilowati 2018 Penerapan Model Pembelajaran
Inquiry Pictorial Riddle Untuk Meningkatkan Keaktifan Siswa J. Pendidik. Fis. dan Keilmuan
4 2 6–12
[56] E. F. Himah, S. Bektiarso & T. Prihandono 2015 Penerapan Model Problem Based Learning
(PBL) Disertai Metode Pictorial Riddle Dalam Pembelajaran Fisika Di SMA J. Pembelajaran
Fis. 4 3 262
[57] C. M. Minan 2016 Penerapan Pendekatan Inkuiri Terbimbing Dengan Metode Pictorial Riddle
Untuk Meningkatkan Pemahaman Konsep Fisika Siwa J. Pendidik. Fis. IV 2
[58] T. Umiyati & U. Zuhdi 2014 Pemanfaatan Media Flash Card Untuk Meningkatkan Hasil Belajar
IPA Tema Lingkungan Pada Siswa Di Sekolah Dasar JPGSD 2 3 1–8
[59] R. Diani 2015 Upaya Meningkatkan Aktivitas dan Hasil Belajar Fisika Siswa Dengan
Menggunakan Strategi Pembelajaran Aktif Tipe Inquiring Minds Want To Know Di Smp
Negeri 17 Kota Jambi J. Ilm. Pendidik. Fis. Al-Biruni 4 1
[60] M. Effendi, Muhardjito & K. S. H 2016 Pengaruh Model Pembelajaran ECIRR Terhadap
Penguasaan Konsep Fisika Pada Siswa SMK J. Pendidik. Sains 4 3 113–121
[61] H. Y. Suhendi, I. Kaniawati & J. Maknun 2014 Peningkatan Pemahaman Konsep dan Profil
Miskonsepsi Siswa Berdasarkan Hasil Diagnosis Menggunakan Pembelajaran ECIRR
Berbantuan Simulasi Virtual dengan Instrumen Three-Tier Test in Prosiding Mathematics
and Science Forum
[62] R. Diani, S. Latifah, Y. M. Anggraeni & D. Fujiani 2018 Physics Learning Based on Virtual
Laboratory to Remediate Misconception in Fluid Material Tadris J. Kegur. dan Ilmu Tarb. 3
2 167–181
[63] A. D. P. Rahayu & H. Nasrudin 2014 Penerapan Strategi Konstruktivis untuk Mereduksi
Miskonsepsi Level Sub-mikroskopik Siswa pada Materi Kesetimbangan Kimia Kelas XI
SMA Hang Tuah 2 Sidoarjo UNESA J. Chem. Educ. 3 2 88–98

12