Student’s misconception and thinking style on modern physics course

The research aimed to determine the relationship between misconceptions and thinking styles of students in modern physics courses and to identify which type of thinking style is more dominant in relation to misconceptions. A survey study with a quantitative approach was used, and the samples consisted of 60 students who had followed the modern physics course. The data collection instruments used in this study were a two-tier diagnostic test on modern physics and a thinking style questionnaire. The two-tier diagnostic test was developed with reference to relevant previous studies and consisted of two levels: the first level contained answers to the concepts tested with three distractors and one answer key, and the second level was the level of student confidence expressed by the Certainity Response of Indexs (CRI) index. The thinking style questionnaire was used to determine the type of thinking style of each student in learning, and it consisted of 15-word groups that reflected each person's personality. The data analysis technique used in this study was the Annates program, and the decision-making analysis results referred to the decision matrix as used by previous researchers. The results of the analysis with the correlation test found that the types of thinking style Concrete Sequential (CS), Abstract Sequential (AS), and Random Abstract (RA) are negatively correlated with misconceptions, meaning that there is almost no correlation with misconceptions. Meanwhile, the type of concrete random thinking style (CT) has a positive correlation with misconceptions, but the relationship is weak. The study also found that the types of thinking styles of students tend to have no correlation with misconceptions. Even though the correlation between the two is low, it is necessary to pay attention to the thinking style of students in conveying concepts in modern physics. The study suggests that the thinking style of students may be an important factor in understanding and addressing misconceptions in modern physics courses. The research design used in this study was a survey research with a quantitative approach, and the population consisted of all students majoring in physics education at Universitas Syiah Kuala who had taken modern physics courses. The sample consisted of 60 students who took the modern physics course in the even semester of 2017/2018. The data collection instruments used in this study were a two-tier diagnostic test on modern physics and a thinking style questionnaire. The study's findings have implications for teaching and learning modern physics, particularly in addressing misconceptions and promoting conceptual understanding. The study suggests that teachers should pay attention to the thinking style of students in conveying concepts in modern physics and that students' thinking styles may be an important factor in understanding and addressing misconceptions in modern physics courses.