Diagnostics in physics learning are carried out to find the level of students’ conceptual understanding to the learning objectives. This study aimed to describe the conception of Madrasah Aliyah (MA) students in Special Region of Yogyakarta through diagnostic tests. Descriptive method was chosen to determine the level of students’ conceptual understanding on chapter temperature and heat. The sampling technique used was stratified random sampling so that 365 students from class X Natural Sciences were positioned as samples. Test was chosen as data collecting technique using the developed Temperature and Heat Test Higher Order Thinking Skills (THT-HOTS) instrument. The results of the study were the level of conceptual understanding achievement of Madrasah Aliyah (MA) students in the Special Region of Yogyakarta on chapter temperature and heat. The conceptual understanding of students was classified in the low category. It could be seen from the percentage of conceptual understanding achievement in four sub-chapter, namely: temperature and thermometer, heat and black principle, changes in the form of substances and expansion, which value were less than 20%.


Diagnostics, conceptions, heat and temperature, THT-HOTS

Full Text:



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

Arnold, M., & Millar, R. (1994). Children’s and lay adults’ views about thermal equilibrium. International Journal of Science Education, 16(4), 405–419;

Başer, M. (2006). Fostering conceptual change by cognitive conflict based instruction on students’ understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96–114;

Budiarti, I. S., Lumbu, A., & Sulistiowati, D. W. I. (2013). Pengaruh Pendekatan Konstruktivisme Terhadap Hasil Belajar Siswa Kelas Viii Smp Negeri 11 Jayapurapada Pokokbahasan Getaran Dan Gelombangtahun Ajaran 2012/2013. Jurnal Ilmu Pendidikan Indonesia, 1(2), 53–62;

Budiarti, I S, Suparmi, A., Sarwanto, S., & Harjana, H. (2020). Effectiveness of Generation, Evaluation, and Modification - Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua. Jurnal Pendidikan IPA Indonesia, 9(1);

Budiarti, Indah Slamet. (2017). Potensi budaya bakar batu dalam pembelajaran fisika. Prosiding SNPF (Seminar Nasional Pendidikan Fisika), 22–25;

Budiarti, Indah Slamet, Suparmi, Sarwanto, & Harjana. (2017). Students’ conceptual understanding consistency of heat and temperature. Journal of Physics: Conf. Series, 795, 012051. https://doi.org/10.1088/1742-6596/755/1/011001;

DeMars, C. (2010). Item response theory. Oxford University Press;

Duit, R., & Treagust, D. F. (2012). How can conceptual change contribute to theory and practice in science education? In Second international handbook of science education (pp. 107–118). Springer;

Isgiyanto, A. (2011). Diagnosis kesalahan siswa berbasis penskoran politomus model partial credit pada matematika. Jurnal Penelitian Dan Evaluasi Pendidikan, 15(2), 308–325;

Kiong, T. T., Yunos, J. M., Heong, Y. M., Hussein, A. H., & Mohamad, M. M. (2012). Thinking skills for secondary school students in Malaysia. Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE), 2(2), 12–23;

Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes. Yogyakarta: Mitra Cendikia Press;

Sisila, A., & Siregar, T. (2017). Pengaruh Penggunaan Media Kit IPA Terhadap Motivasi Dan Hasil Belajar Siswa Pada Materi Hantaran Panas Pada Benda Kelas VI Sekolah Dasar Negeri 03 Nabire. Jurnal Ilmu Pendidikan Indonesia, 5(1), 1–13;

Sözbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature. Bogazici Universitesi Egitim Dergizi, 20(1), 25–41;

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;

Turgut, Ü., & Gurbuz, F. (2011). Effects of Teaching with 5e Model on Students’ Behaviors and Their Conceptual Changes about the Subject of Heat and Temperature. International Online Journal of Educational Sciences, 3(2);

Winarti, C., Cari, A., Suparmi, I., Budiarti, J., Handhika, H., & Viyanti, V. (2017). Identification of consistency and conceptual understanding of the Black principle. Ideas for 21st Century Education, 2004, 249–252. https://doi.org/10.1201/9781315166575-50;

Zoller, U., & Tsaparlis, G. (1997). Higher and lower-order cognitive skills: The case of chemistry. Research in Science Education, 27(1), 117–130.

DOI: https://doi.org/10.31957/jipi.v8i3.1337


  • There are currently no refbacks.

Copyright (c) 2020 Jurnal Ilmu Pendidikan Indonesia