Pemetaan Kompetensi Kognitif Calon Guru Fisika Berdasarkan Taksonomi SOLO
DOI:
https://doi.org/10.53696/venn.v5i5.683Keywords:
Physics Teacher Candidates, cognitive competence, SOLO Taxonomy, diagnostic assessment, basic physicsAbstract
Prospective physics teachers are expected not only to master concepts procedurally but also to hold an organized conceptual understanding. Assessment that only counts correct answers does not adequately describe the structure of that understanding. This study aimed to map the structure of conceptual understanding of prospective physics teachers in an open-ended essay test on Basic Physics I, based on the levels of the SOLO Taxonomy, and to describe the distribution of responses across levels. A descriptive quantitative design with content analysis of written responses was used. Twenty-nine students of the Physics Education Study Program, selected by incidental nonprobability sampling, completed a test of 10 items adapted from Basic Physics I. Responses were classified into five SOLO levels using a rubric, and frequencies, percentages, and 95% Wilson confidence intervals were calculated. Most students were classified at the unistructural level (13 students; 44.8%; 95% CI 28.4–62.5%), followed by multistructural (10 students; 34.5%; 95% CI 19.9–52.7%) and relational (6 students; 20.7%; 95% CI 9.8–38.4%). No responses were classified as prestructural or extended abstract. These results indicate that most prospective physics teachers use relevant concepts but do not yet consistently integrate several concepts into a coherent structure. The findings point to the need for diagnostic assessment and instruction that explicitly encourage a shift from partial toward relational understanding and the ability to transfer concepts.
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Copyright (c) 2026 Abdul Haris, Mahir Mahir, Dirgah Kaso Sanusi, Usman Usman
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