ANALISIS MISKONSEPSI SISWA KELAS V PADA MATERI IPAS “RAMAI KARENA BUNYI”

Abstract

Misconceptions in science learning remain a major challenge in elementary education because they can hinder students’ conceptual understanding and influence subsequent learning. This study aimed to identify potential misconceptions experienced by fifth-grade elementary school students in the IPAS learning material, particularly Chapter 8, “Ramai karena Bunyi” (Noisy because of Sound), which discusses sound concepts, sound propagation, sound reflection, sound absorption, and the application of sound through dolphin echolocation. The research employed a qualitative conceptual analysis approach by examining the textbook content, reviewing relevant scientific theories, and identifying possible misconceptions based on students’ learning characteristics and prior knowledge. The analysis revealed several potential misconceptions related to the necessity of a medium for sound propagation, the nature of sound sources, differences in the speed of sound in various media, the mechanisms of sound reflection and absorption, and the process of dolphin echolocation. These misconceptions are likely to arise from students’ limited prior experiences, the abstract nature of sound concepts, insufficient opportunities for experimental learning, and the influence of everyday interpretations of scientific terminology. The findings suggest that integrating hands-on experiments, visual representations, inquiry-based learning, and cognitive conflict strategies into classroom instruction can effectively facilitate conceptual change and improve students’ scientific understanding. Implementing these instructional approaches is expected to reduce misconceptions and promote meaningful learning of sound concepts and their applications in daily life.