Diagnosing and Remediating Students’ Misconceptions on Vibrations and Waves: Evidence from Certainty of Response Index Three-Tier Diagnostic Tests and Guided Inquiry Instruction

Abstract

Misconceptions in science learning remain a challenge because they hinder students from developing accurate conceptual understanding. Vibration and wave concepts are prone to misconceptions due to their nature and interconnected quantities. This study aimed to identify students’ misconception profiles, analyze factors contributing to misconceptions, and examine changes in understanding following Guided Inquiry-based remediation. A study using a One-Group Pretest–Posttest Design was conducted with 145 Grade VIII students at SMP Negeri 9 Semarang, Indonesia. Data were collected using a Three-Tier Diagnostic Test integrated with the Certainty of Response Index (CRI), a questionnaire, and interviews. Data were analyzed by comparing students’ conceptual understanding before and after remediation. Results showed that 32.28% of responses indicated correct conceptual understanding, while 18.76% reflected misconceptions, 32.87% indicated lack of conceptual understanding, and 16.09% represented partial understanding. The misconception rates occurred in amplitude (43.4%), frequency and period (33.8%), and wave concepts (29.7%). After Guided Inquiry remediation, correct conceptual understanding increased from 33.67% to 62.46%. Findings suggest that Guided Inquiry can support change and serve as a remediation strategy for addressing misconceptions in learning.