Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

V Setyaningrum(1), W Sopandi(2),

(1) IAIN Pontianak
(2) Universitas Pendidikan Indonesia


The aim of this study is to investigate the various categories of students' conceptions about heat and temperature, so that the misconceptions that students may have can be prevented and regenerated as early as possible.The subjects of this study were 203 8th grader students in one of the Junior High Schools in Mempawah District, West Kalimantan. Data was collected using a three-tier test developed by Kusumah (2013), questionnaire and interview.The data were analyzed and categorized based on their configuration of the answer, the reasons and confident rating index. Result showed that there are four main categories of students’ conceptions:understand the concepts;lack of knowledge; misconceptions; and error. In addition, students also still have 18 kinds of misconceptions about the heat and the temperature despite the material was studied in their 7th grade. Therefore the results of this study can be used as a basis for teachers so that learning process does not only focus on delivering material, but also improves students’ conceptions.


Conception, Heat and temperature, Misconceptions

Full Text:



Abbas, M. L. H. (2016). Pengembangan instrumen three tier diagnostic test miskonsepsi suhu dan kalor. Ed-Humanistics : Jurnal Ilmu Pendidi-kan, 1(2). Retrieved from http://ejournal.unhasy.a

Alias, S. N., & Ibrahim, F. (2016). A Preliminary Study of Students’ Problems on Newton’s Law. International Journal of Business and Social Science, 7(4), 133-139. Retrieved from

Alfiani. (2015). Analisis Profil Miskonsepsi dan Konsistensi Konsepsi Siswa SMA pada Topik Suhu dan Kalor. Seminar Nasional Fisika 2015-IV-30. Jakarta : Jurusan Fisika, Fakultas MIPA, Universitas Negeri Jakarta.

Albab, U., Djudin, T., & Oktavianty, E. (2020). Analisis Kemampuan Siswa Menyelesaikan Soal Berbentuk Grafik pada Materi Usaha Gas di Madrasah Aliyah. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 9(1). Retrieved from :

Alwan, A. A. (2011). Misconception of heat and temperature among physics students. Procedia-Social and Behavioral Sciences, 12, 600-614.

Arief, M. K., Handayani, L., & Dwijananti, P. (2012). Identifikasi Kesulitan Belajar Fisika Pada Siswa RSBI: Studi Kasus Di RSMABI Se Kota Semarang. UPEJ Unnes Physics Education Journal, 1(2).

Beerenwinkel, A.,Parchmann, I., &Gräsel, C. (2011). Conceptual change texts in chemistry teaching: a study on the particle model of matter. Inter-national Journalof Science and Mathematics Education. 9, 1235-1259.


Berg, E.V.D. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas Kristen SatyaWacana.

Çalik, M., Kolomuç, A., &Karagölge, Z. (2010). The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. Journal of Science Education and Technology, 19(5), 422-433.

Celik, H. (2016). An examination of cross sectional change in student’s metaphorical perceptions towards heat, temperature and energy concepts. International journal of education in mathematics, science and technology, 4(3), 229-245.

Çetìngül, I and Geban, O. (2011). Using conceptual change texts with analogies for misconceptions in acid and bases. H. U. Journal of Education. 41, 112-123.

Fitriah, L. (2017). Diagnosis Miskonsepsi Siswa pada Materi Kalor dengan Menggunakan Three-Tier Essay dan Open–Ended Test Items. Berkala Ilmiah Pendidikan Fisika, 5(2), 168-181.

Fitzallen, N., Wright, S., Watson, J, & Duncan, B. (2016). Year 3 students’ conceptions of heat transfer. In M. Baguley, Transforming Educational Research. Proceedings of the Australian Associa-tion for Research in Education Conference, Melbourne, Nov 27- Dec 1, 2016. Retrieved from : publicationsdatabase.p


Gönen, S., & Kocakaya, S. (2010). A cross-age study: A cross-age study on the understanding of heat and temperature. Eurasian Journal of Physics and Chemistry Education. 2(1): 1-15.


Hasan, S. Kelley, E L., & Bagayoko, D. (1999). Misconceptions and the certainty of response index (CRI). Physic Education.34 294-299. Retrieved from

Haqiqi, A K. (2018). Analisis faktor penyebab kesulitan belajar IPA siswa SMP kota Semarang. EduSains: Jurnal Pendidikan Sains dan Matematika. 6(1), 37-43.


Hobson, S.M., Trundle, K., & Saçkes, M. (2010). Using. a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology. 19: 165-176.

Hughes, S., Lyddy, F., & Lambe, S. (2013). Misconceptions about psychological science: A review. Psychology Learning & Teaching, 12(1), 20-31.

Ibrahim, M. (2012). Seri PembelajaranInovatif. Konsep, Miskonsepsi, danCara Pembelajarannya. Surabaya: Unesa University Press.

Irsyad, M., Linuwih, S., & Wiyanto, W. (2018). Learning Cycle 7e Model-Based Multiple Representation to Reduce Misconseption of the Student on Heat Theme. Journal of Innovative Science Education, 7(1), 45-52. Retrieved from https://journal.unnes.

Jankvist, U. T., & Niss, M. (2018). Counteracting destructive student misconceptions of mathe-matics. Education Sciences, 8(2), 53. https://doi.o


Kambouri, M. (2015). Children's preconceptions of science: How these can be used in teaching. The Journal of Early Years Educator. 16(11) 38 - 44.

Kartal, T., Öztürk, N,.&Hastürk, G Y. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia - Social and Behavioral Sciences, 15, 2758-2763.

Kirbulut, Z. D., & Geban, O. (2014). Using three-tier diagnostic test to assess students’ misconcep-tions of states of matter. Eurasia Journal of Ma-thematics, Science and Technology Education, 10(5), 509-521.


Kusumah, F. H. (2013). Diagnosis Miskonsepsi Siswa pada Materi Kalor Menggunakan Three-Tier Test. Skripsi. UPI Bandung. Retrieved from http://repos

Lee, G. and Byun, T. (2012). An explanation for the difficulty of leading conceptual change using a counterintuitive demonstration: the relationship between cognitive conflict and responses. Research in Science Education. 42: 943-965.

Lestari, P. P., & Linuwih, S. (2014). Analisis Konsepsi dan Perubahan Konseptual Suhu dan Kalor pada Siswa SMA Kelas Unggulan. UPEJ Unnes Phy-sics Education Journal, 3(2).


Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility reappraisals and shifts in middle school students' climate change concepti-ons. Learning and Instruction, 27, 50-62. https://do

Nasrudin, H &Azizah, U. (2020). Overcoming misconception in energetic topics through imple-mentation of metacognitive skill-based instruct-tional material: a case study in student of chemis-try departement, Universitas Negeri Sura-baya. Jurnal Pendidikan IPA Indonesia, 9 (1), 125-134. /jpii.v9i1.21630.

Pathare, S R& Pradhan, H C .(2010). Students’ misconception about heat transfer mechanism and elementary kinetic theory. Physics Education, 45 (6). 629-634.

Potvin, P., Mercier, J., Charland, P., &Riopel, M. (2012). Does classroom explicitation of initial conceptions favour conceptual change or is it counter produc-tive?. Retrieved from

-010-9203-4ence education, 42(3), 401-414.

Pujianto, A. (2013). Analisis konsepsi siswa pada konsep kinematika gerak lurus. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 1(1), 16-21. Retrieved from


Rosita. (2011). Deskripsi Kesalahan Siswa dalam Menyelesaikan Soal Fisika pada Materi Kalor di Kelas VII SMP Negeri 14 Pontianak.Skripsi. Pontianak: FKIP Untan. Retrieved from

Sadler, P. M., &Sonnert, G. (2016). Understanding Misconceptions: Teaching and Learning in Middle School Physical Science. American Educa-tor, 40(1), 26-32. Retrieved from https://files.eric.

Schönborn, K., Haglund, J., &Xie, C. (2014). Pupils’ early explorations of thermoimaging to interpret heat and temperature. Journal of Baltic Science Education, 13(1), 118-132. Retrieved from

Sezen, N., Uzun, M. S., & Bulbul, A. (2012). An Investigation of Preservice Physics Teacher's Use of Graphical Representations. Procedia-Social and Behavioral Sciences, 46, 3006-3010.

Silung, S N W., Kusairi, S., &Zulaikah, S. (2017). Diagnosis miskonsepsi siswa SMA di Kota Malang pada konsep suhu dan kalor mengguna-kan three tier test. Jurnal Pendidikan Fisika dan Teknologi, 2(3), 95-105.


Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indo-nesia, 8(2), 247-266.


Sofianto, E. W. N., Irawati, R. K., Akmalia, H. A., & Apriani, R. R. (2020, January). The analysis of heat-temperature misconception and integration with Al Quran. Proceedings of The 1st International Conference on Mathematics, Science and Computer Education 7–8 August 2019, Banjarmasin, South Kalimantan : Universitas Lampung Mangkurat.

Subali, B., Rusdiana, D., Firman, H., & Kaniawati, I. (2015). Analisis Kemampuan Interpretasi Grafik Kinematika pada Mahasiswa Calon Guru Fisika. Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains (SNIPS) 2015, 269-272. Bandung : Indonesia.

Suliyanah, Putri H N P A., & Rohmawati L. (2018). Identification students misconception of heat and temperature using three tier diagnostic test. Proceedings of Seminar Nasional Fisika (SNF) 2017 25 November 2017, Surabaya, Indonesia : Jurusan Fisika, FMIPA, Universitas Surabaya.

Suparno, P. (2005). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. Jakarta: Grasindo.

Tanahoung, C., Chitaree, R., & Soankwan, C. (2010). Probing Thai freshmen science students’ conceptions of heat and temperature using open-ended questions: A case study. Eurasian Journal of Physics and Chemistry Education, 2 (2), 82-94.

Yoanita, P. &Akhlis, I. (2015) Pengembangan E-Diagnostic Test untuk Identifikasi Tingkat Pemahaman Konsep Siswa SMP pada Tema Optik dan Penglihatan. Unnes Science Education Journal, 4 (1): 815-822.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License