Diagnostic Analysis of Preservice Elementary Teachers’ Misconceptions on Biomes and Ecosystem Diversity Using Certainty of Response Index

Dwi Sela Putri Zebua; Valentina Lofti Zalukhu; Ayu Krisdayanti Telaumbanua; Yasree Threesni Zega; Sinar Setia Telaumbanua; Aldo Syahputra Zalukhu; Fardhillah Syarif Zebua; Nofamataro Zebua

doi:10.56207/genbionix.v4i2.939

Authors

Dwi Sela Putri Zebua Department of Primary Teacher Education, Universitas Nias, Indonesia
Valentina Lofti Zalukhu Department of Primary Teacher Education, Universitas Nias
Ayu Krisdayanti Telaumbanua Department of Primary Teacher Education, Universitas Nias, Indonesia
Yasree Threesni Zega Department of Primary Teacher Education, Universitas Nias, Indonesia
Sinar Setia Telaumbanua Department of Primary Teacher Education, Universitas Nias, Indonesia
Aldo Syahputra Zalukhu Department of Primary Teacher Education, Universitas Nias, Indonesia
Fardhillah Syarif Zebua Department of Primary Teacher Education, Universitas Nias, Indonesia
Nofamataro Zebua Department of Biology Education, Universitas Nias, Indonesia https://orcid.org/0009-0008-3902-2289

DOI:

https://doi.org/10.56207/genbionix.v4i2.939

Keywords:

misconceptions, elementary education students, biome diversity, ecosystem

Abstract

Misconceptions are understandings that do not align with scientific concepts and can hinder the learning process, particularly among prospective elementary school teachers who will be teaching science concepts to students. This study aims to identify and analyze misconceptions among PGSD students regarding the diversity of biomes and ecosystems. The study employed a quantitative descriptive method using a survey technique involving the distribution of a questionnaire assisted by the Certainty of Response Index (CRI) to 38 second-semester PGSD students at the University of Nias. Data were analyzed descriptively based on the percentage of student responses to each statement. The results indicate that significant misconceptions persist regarding several concepts, including the relationship between ecosystem diversity and genetic and species diversity (84.2%), the concept of biomes and their components (78.9%), the impact of deforestation on ecosystems (73.7%), the characteristics of the tundra biome (55.3%), and the effects of poaching and water pollution on ecosystem balance (52.6%). Further analysis indicates that the misconceptions identified can be categorized into substitution misconceptions, failure to transfer knowledge across concepts, and erroneous ecological beliefs based on everyday experience. These findings suggest that PGSD students still face difficulties in understanding and connecting ecological concepts.

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