ANALYSIS OF STUDENTS MISCONCEPTIONS ABOUT REPRODUCTION IN PLANTS USING A FOUR-TIER DIAGNOSTIC TEST

Diagnosing students' conceptions is extremely valuable for assessing their level of understanding and preventing misconceptions when learning science. The four-tier test is one of a diagnostic instrument specifically designed to identify students' misconceptions, assess their grasp of concepts, and uncover confidence levels in their answers. Misconceptions refer to concepts that students comprehend but do not align with scientific understanding, Reproduction in plants is one of the subjects that can reveal misconceptions. To diagnose students' conceptions of plant reproduction, a set of four-tier multiple-choice questions was distributed to 101 9th-grade students who had previously studied the topic in one of the junior high schools in Bandung. Data analysis was conducted with descriptive statistics using MS Excel to calculate percentages and frequencies. The results demonstrate that students had a higher percentage of correct understanding compared to misconceptions. However, one particular subtopic, fertilization in plants and seed dispersal, exhibited the highest occurrence of misconceptions.


INTRODUCTION
Misunderstandings and misconceptions can indeed hinder the learning process in biology and prevent students from gaining a deep understanding of the subject.Biology is a complex and interconnected field, and having a solid grasp of fundamental concepts is crucial for building a strong foundation for further learning.Misconceptions in biology can arise due to various reasons, such as prior knowledge gaps, misconstrued information, or the misinterpretation of scientific concepts (Halim et al., 2018).
When students learn, they are actually engaging in an activity of connecting the concepts they already possess with new ones, thus forming a map of concepts in their minds.Therefore, the concepts a student possesses serve as the foundation for learning subsequent concepts.As knowledge, concepts can be applied in everyday life.With such a thought process, concepts play a highly strategic role and position (Ningsih, 2010).
These misconceptions can be particularly problematic because they can hinder the integration of new knowledge into a student's existing understanding.They may also lead to incorrect explanations or interpretations of biological phenomena.To address these issues, it is important for educators to actively identify and address common misconceptions in biology (Coley & Tanner, 2015).misconceptions occur universally in any cultural, linguistic, and ethnic environment.Concepts and misconceptions form through interaction with the environment.Misconceptions are difficult to rectify, often persistently disrupting (Hamdani, 2013).
By understanding the misconceptions students may have, teachers can design instructional strategies and learning activities that specifically target those areas.encouraging student engagement through hands-on experiments, discussions, and concept mapping can lead to a deeper understanding of biological concepts and their interrelationships (Ajaja, 2013).This approach fosters active learning and promotes critical thinking, allowing students to make meaningful connections between different aspects of biology.
Moreover, providing real-life examples and connecting biological concepts to everyday experiences can enhance students' ability to relate and apply their knowledge (Salendab & Laguda, 2023).This approach can help students see the relevance of biology in their lives and promote a more comprehensive understanding of the subject.Overall, fostering a deep understanding of biology requires educators to be aware of potential misconceptions,create opportunities for active learning, and emphasize the interconnected nature of biological concepts (Lombardi et al., 2021).By being aware of common misconceptions, teachers can address them directly and provide accurate information to students.
Engaging students in active learning experiences, such as hands-on experiments, discussions, and problem-solving tasks, allows them to actively construct their understanding of biology (Nelson & Bramwell, 2023).Additionally, highlighting the interconnectedness of biological concepts helps students see the bigger picture and make meaningful connections between different topics (Eddy & Hogan, 2014).By adopting these approaches, educators can promote a deeper and more robust understanding of biology among their students.
By addressing misconceptions and promoting a conceptual understanding, students can develop a solid foundation in biology and be better equipped to explore more advanced topics in the future (Lintang et al., 2021).
In the context of natural science, including the topic of reproduction in living things especially plant, students may encounter various misconceptions due to the complexity of the concepts and the potential for misunderstandings plant reproduction which is one of the concepts in biology which requires a level of conceptual understanding and very close to everyday life.This material has interrelated subconcepts that allows students to understand the necessary initial understanding of the material if students' initial understanding is not strong then to understand the next sub-concept prone to misconceptions (Roy & Mohapatra, 2022).Misconceptions about pollination and seed dispersal mechanisms in plants were detected in the majority of grade 5 to 12 students (Vosniadou, 2019).Difficulties in differentiating between pollination and seed dispersal which was also addressed in other studies.
Certain misconceptions like 'pollens are like seeds' and 'asexual reproduction in plants is equivalent to cell multiplication' were reported in a study on conceptual difficulties of high school students in biology.students' notion of plant reproduction is driven by their knowledge of animal reproduction-misconceptions discovered in this study were 'plants can not move to have sexual reproduction with another plant' and 'plants can not produce sperm and ovum.Misconceptions in pollination and seed dispersal mechanisms in plants were detected in the majority of grade 5 to 12 students (Lampert et al., 2019).
The four-tier diagnostic test instrument is a method used to identify students' misconceptions and assess their level of understanding of a concept.It consists of a series of questions or statements organized into four tiers, each representing a different level of understanding (Tumanggor et al., 2020).Instruments with a four-tier format are effective in analyzing students who have misconceptions and assessing their understanding of concepts (Amin et al., 2016).The fourtier format allows for a comprehensive assessment of students' knowledge and confidence levels in their answers.It helps identify not only correct and incorrect responses but also the level of certainty students have in their answers and the scientific reasoning behind their choices.
This format provides a more nuanced understanding of students' misconceptions and allows for targeted intervention to address these misconceptions.By using four-tier instruments, educators can gain valuable insights into students' conceptual understanding and design instructional strategies to promote accurate and meaningful learning (Hesti, 2022).This study's limits and area of attention are as follows: 1. Reproduction in Plants The focus of this research is limited to detecting student misconceptions in ninth-grade lower secondary school students.The specific science concept addressed is plant reproduction, which is included in the curriculum of 2013.The research is specifically aligned with Core Competence 3 and Basic Competences 3.2 and 4.2, which provide a framework for understanding the topic.2. Four-Tier Test using a four-tier approach to identify misconceptions among students based on their answers and confidence levels.
The four-tier approach likely involves categorizing students' responses into different tiers based on the correctness of their answers and their level of confidence in those answers (Diani et al., 2019).Apart from the four-tier test, which can be used to measure misconceptions, several other tools can be employed for this purpose include Open-Ended Questionnaires, Drawings, Word Association Tests, Conceptual Change Texts, Concept Inventories, and Online Diagnostic Testing.
This study aims to analyze students' misconceptions regarding the topic of plant reproduction and describe the factors that contribute to these misconceptions.The collected data are crucial for assessing the students' comprehension levels of the concepts presented in the material.The findings from this research can serve as a valuable guide for teachers in addressing and remedying students' misconceptions, ensuring that their understanding of interconnected concepts remains unimpeded in future learning.

METHOD
The research method used in this research is a non-experimental quantitative research method by collecting and analyzing numerical data without manipulating variables or conducting interventions.The researcher collects data from a sample or population and uses statistical analysis techniques (descriptive statistics) to analyze the data and draw conclusions.In this study a survey research design was utilized.The research design used in this research is cross sectional survey design.By distributing four tier test instrument Cross-sectional survey design, this research method involves collecting data from a sample of individuals or groups at a specific point in time.The four-tier test instrument would be administered to participants once, and their responses across all tiers would be collected simultaneously (Cresswell, 2012).
The population and sample of this study consists of 9 th grade students from a specific junior high school in Bandung who have received instruction on the topic of plant reproduction in accordance with the 2013 curriculum.from one junior high school located in Bandung, West Java.The school selected a sample of three classes from which data will be collected for the research.In the context of content validity, the assessment was conducted with the assistance of three experts, among whom were a biologist and a science teacher.This can be quantified using Aiken's Index (Aiken, 1980) indicating that the instrument is predominantly valid, falling within the moderate and high categories.The average index for the Trebut instrument stands at 0.8, signifying a high category of validity (this actually mean agreement of experts to the item not always indicate "valid").Based on the experts' feedback, the test was revised to incorporate their suggestions and recommendations.The revised test, which incorporated feedback from the experts, was then distributed to a student sample for a second round of testing The student testing data for instrument validity yields 12 valid questions from 30 questions suitable for utilization.The valid questions from the first and second tests conducted with students underwent two types of reliability tests.These questions demonstrated reliability with Cronbach Alpha scores.These scores indicate that the instrument has a reliable of internal consistency and can be considered acceptable for use (Brown, 2002).
To analyze the students' conception that occur based on combination students' answers in Table 1 The collected data were analyzed and the answers for each question based on five category were categorized into scientific knowledge (SK), false positive (FP), false negative (FN), misconceptions (M), and lack of knowledge (LK).The data analysis was performed using the Excel program, utilizing the combinations and decisions outlined in Table 2 In this analysis, were coded correct answers for the first-tier and third-tier were scored as "1," while incorrect answers were scored as "0".For the second-tier and fourth-tier, the "sure" option was scored as "1" and the "not sure" option was scored as "0".Each category was analyzed on separate sheets within the Excel program.This approach allowed for a systematic analysis of the data, categorizing and scoring the responses according to the specific criteria outlined in the study.
To analyze the category of misconceptions that occur, It can be inferred that the percentage of misconceptions mentioned in Table 2 provides a reference for analyzing the occurrence of misconceptions.This table displays the specific percentages of responses categorized as misconceptions within the dataset.

RESULT AND DISCUSSION
The results of the study conducted, which involved the distribution of a 12-question four-tier test to 101 grade 9 students studying plant reproduction at SMPN in Bandung will be presented.The collected data from the sample will undergo a descriptive analysis to determine the level of students' conceptions and misconceptions regarding the topic of plant reproduction.This analysis will involve organizing and categorizing the data based on the identified misconceptions, as well as the level of understanding demonstrated by the students.By systematically analyzing the data, the researcher aims to gain insights into the prevalence and nature of students' conceptions and misconceptions about vegetative reproduction, the pollination process, fertilization, and seed dispersal.The students' conceptions will be categorized into five categories: Scientific knowledge (SK), False positive (FP), False negative (FN), Misconceptions (M), and Lack of knowledge (LK) (Kiray & Simsek, 2020).
Upon collecting the data, the researcher conducted a thorough analysis to calculate the percentage of students' conceptions within each category.The researcher will provide a detailed discussion on the misconceptions identified among the students, shedding light on the common misconceptions that emerged in each sub-topic.By analyzing the data and discussing the misconceptions, the research aims to provide insights into students' understanding of plant reproduction.The study also aims to contribute to the field of science education and support educators in their efforts to enhance students' understanding of plant reproduction.

Conception Categories about Reproduction in plants
The level of students' conception about reproduction in plants topics can be seen in Figure 1 From the highest percentage to the lowest percentage, the categories of students conception are SK, FP, LK, M and FN.
Based on Figure 1 level we can see the highest percentage of students conception is scientific knowledge and lowest percentage is false negative, it can be concluded that the majority of grade 9 students at SMPN in Bandung fall into the category of scientific knowledge (See appendix B.3).This indicates that most students have a good understanding of the concepts related to the topic of plant reproduction.The evidence for this is seen in their ability to answer the questions correctly in tier I, demonstrate appropriate reasoning in tier III, and exhibit a high level of confidence in selecting their answers (Agus & Sari, 2021).They are able to apply their knowledge effectively and have confidence in their responses.This indicates that the teaching and learning processes in the school have been successful in imparting the necessary knowledge and fostering understanding of concepts among the students.Factors that influence understanding of concepts include the way in which the learning process is carried out, students' interest in learning, and their cognitive abilities.
Preconceptions are more likely to be changed when students are taught concepts that align with expert knowledge.However, if the concepts being taught are not appropriate, it becomes difficult to modify preconceptions.In such cases, students often tend to revert to their previous preconceptions, resulting in misconceptions (Helmi et al., 2019).These results are in line with findings from other researchers, as they also indicate that scientific knowledge has the highest percentage compared to misconceptions (Pradina & Yuliani, 2020).This suggests that a majority of students can be categorized as having a level of understanding classified as scientific knowledge.However, it is worth noting that some students exhibit misconceptions.
The alignment of these results with previous research supports the reliability and validity of the current study's findings.It reinforces the notion that most students have a solid grasp of the subject matter, while a smaller proportion may still hold misconceptions.
These findings emphasize the importance of acknowledging and addressing misconceptions to further enhance students' understanding and conceptual development.Overall, the study contributes valuable insights to the existing body of research and reinforces the significance of promoting scientific knowledge while actively working to rectify misconceptions in the learning process (Rayees, 2018).To increase students' understanding and overcome misconceptions, several strategies can be implemented.Firstly, providing accurate information is crucial.
Educators must ensure that they present correct and up-to-date information to students.Clear explanations and relevant examples can help correct misconceptions and provide accurate knowledge (Tumanggor et al., 2020).
Secondly, engaging students in active learning experiences is essential.Active learning methods, such as hands-on experiments, group discussions, and interactive activities, encourage students to actively explore concepts and challenge their misconceptions.
By actively participating in their learning, students can develop a deeper understanding of the subject matter.Another effective strategy is linking concepts to real-life situations (Garcia et al., 2021).By connecting abstract concepts to practical examples, educators can demonstrate the relevance of the subject matter to students' everyday lives.This approach helps students see the applicability of the concepts and promotes a better understanding.Furthermore, engaging students in problem-solving tasks can be beneficial.By presenting students with real-world problems related to the subject, educators can foster critical thinking skills and encourage students to apply their knowledge in solving complex issues.This approach enhances conceptual understanding and helps students overcome misconceptions.By implementing these strategies, educators can effectively enhance students' understanding, correct misconceptions, and create a more engaging and effective learning environment (Chew & Cerbin, 2021).

Misconceptions on Reproduction in plants topic among junior high school students' conception
The percentage of misconceptions about reproduction in plants topic can be seen in Table 3 based on sub topic and question number.
Based on Table 3 the highest percentage of misconceptions in the reproduction in plants topic is observed in the subtopic of plant fertilization and seed dispersal, specifically for question number 10.The category of misconceptions is classified as moderate, indicating that a significant number of students have misconceptions related to this specific question and sub topic.On the other hand, the lowest percentage of misconceptions is found in the sub topic of natural vegetative reproduction, specifically for question number 1.
The category of misconceptions is classified as low, suggesting that fewer students have misconceptions regarding this particular question and subtopic.
For the remaining questions in the reproduction in plants topic, the percentage of misconceptions is also low.This indicates that most students have a good understanding of those concepts and demonstrate a lower level of misconceptions.It suggests that the instructional strategies and interventions employed in teaching those particular concepts have been effective in promoting accurate understanding among the students.Low percentage of misconceptions about reproduction in plants continuous monitoring and addressing of student understanding should be carried out.This is to ensure that any remaining misconceptions or gaps in understanding are identified and resolved promptly.These findings highlight the specific areas within the topic of reproduction in plants where students may struggle with misconceptions, providing valuable insights for targeted instructional interventions and further exploration of student understanding in these areas.
Based on the results of this research that has been done, the four tier test method is very effective to identifying students who experience misconceptions.Misconception is defined as a concept that is understood by students but is not in accordance with scientific understanding but students are confident in their understanding (Soeharto, 2021) Many students experience misconceptions due to various factors such as reasonal factors of the students themselves, teachers, textbooks, context, and teaching methods (Suprapto, 2020).Misconceptions can also occur among science teachers, this phenomenon is quite common and does not depend on a person's education level.Because multiple factors can contribute to the development of misconceptions (Günther et al., 2019).teachers should indeed be concerned about this. in students because misconceptions can have a significant negative impact on student learning outcomes.When students hold inaccurate or flawed understandings of concepts, it can impede their progress and hinder their ability to effectively grasp new information (Chen et al., 2020).To analyze student misconceptions in this research, the researcher took three sample question with the highest percentage misconceptions based on Table 3.

CONCLUSION
The use of four-tier tests in assessing students' conceptions of plant reproduction among Class XI students revealed valuable insights.The analysis showed that the highest percentage of responses, at 48.24%, fell under the category of scientific knowledge, indicating a solid understanding of the material.However, significant percentages of responses were also categorized as false positive (18.6%), misconception (14.9%), false negative (9.75%), and lack of knowledge (8.5%), suggesting that not all students fully grasped the concepts.
One major finding was the prevalence of misconceptions, particularly in the subtopics of Plant Fertilization and Seed Dispersal.Misconceptions included beliefs such as the crown delivering the sperm nucleus to the egg nucleus and misunderstanding the location and process of fertilization.Addressing these misconceptions through active participation, discussions, and targeted support is crucial for fostering a comprehensive understanding among students.
Four-tier tests help identify specific areas where students struggle and monitor their content knowledge progression over time.By analyzing test results, teachers can address prevalent misconceptions and tailor instruction accordingly, ensuring comprehensive learning.However, further research on plant reproduction misconceptions may not be necessary, given the study's findings indicating a majority of students demonstrating scientific knowledge.

Figure 1 .
Figure 1.The level of students' conception about reproduction in plants

Table 2 .
Four-tier diagnostic test

Table 3 .
Percentage of misconceptions about reproduction in plants topic