Andi Sri Astika Wahyuni, Nuryani Rustaman, Dadi Rusdiana, Dadi Muslim
Misconception is well-known as barrier to students in learning science, and any studies have tried to get information about the type of misconception and try to remediate the common misconception after finding the cause of it. A study about how to provide information about an overview of the light interferences concept in physics was conducted to analyze pre-service teacher misconceptions about the interferences and provide solutions with conceptual change text-based analogy model in learning processing qualitatively. Data were collected/obtained from Open ended question in worksheet of exploration phase (WEF) and Open ended question in worksheet of concept application phase (WCA). The study resulted in explanation that misconceptions occur in the pre service teacher, especially in the matter of the interferences. They thought that the phenomena of light interference are symptoms that show the properties of reflected and refracted light, so they explain the concept of interference symptoms with the concept of light as geometric optics. In fact, it is a symptom that shows the properties of light in the context of physical optics, namely to prove that light is a wave is misconception, and its application in daily life (colors on soap bubbles, rainbow after raining in the afternoon) as well. Actually they are caused by light refraction, namely the refraction of monochromatic light into polychromatic so that the colorful symptoms on soap bubbles perceive as a characteristic of polarization symptoms, namely the colors are formed from overlapping light waves. © 2022 American Institute of Physics Inc.. All rights reserved.
Department of Physics Education, Universitas Negeri Makassar, Jl. A.P Pettarani, Tidung, Rappocini, South Sulawesi, Makassar, Indonesia; Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, 40154, Indonesia
