Pengaruh Pengetahuan Awal Terhadap Miskonsepsi Peserta Didik Dalam Pembelajaran IPA Di Sekolah Dasar

Abstract

Misconceptions in elementary school science learning remain a persistent problem that affects students’ conceptual understanding. This study aims to examine the effect of prior knowledge on students’ misconceptions in elementary school science learning. A quantitative approach with path analysis was employed, involving fifth-grade elementary school students as the research subjects. Data on prior knowledge were collected using a diagnostic test, while students’ misconceptions were identified through a diagnostic instrument based on levels of confidence. The results indicate that prior knowledge has a significant effect on students’ misconceptions. These findings emphasize that students’ initial understanding plays a crucial role in the formation of misconceptions. Therefore, strengthening prior knowledge should become a primary focus in elementary school science instruction.