Analisis Miskonsepsi Mahasiswa dengan Menggunakan Certainty of Response Index (CRI) Pada Materi Anatomi Tubuh Manusia

Mike Dewi Kurniasih


The aim of this research was to identify and analyse the student’s misconception on human anatomy. This is a descriptive research with survey method. Instrument that is used are interview and misconception diagnostic test which include Certainty of Response Index (CRI) with range 0-5. This research identify that most of the student’s misconception appears on topic excretory system anatomy with 42,22 % dan regulatory system anatomy with 40,00%. Generally the average of student misconception on human anatomy is 27,62 %. There are 3 items of diagnostic test that shows the highest misconception, they are blood vessels color, lungs size dan the function of urethra in male and female. Misconception that is identified are commonly about structure, location, color and the organ size. Based on the interview, the factors that built the student’s are their prior concept. The prior concept formed since they were in elementary school until they became university student. Teacher, textbook, experience and learning method are contribute on their misconception.


Misconception, CRI, Human Anatomy


Arnaudin, M.W. & Mintzes, J.J. 1985. Students‘ alternative conceptions of the human circulatory system: a cross age study. Science Education. 69(5), 721-733.

Elma, A., Arpaci, O. & Ozet, M. 2017. Human biology. Istanbul: Zambak Publishing

Hasan, S., D. Bagayoko, D., & Kelley, E. L.1999. Misconseptions and the certainty of response index (CRI), Phys. Educ. 34(5), 294-299.

Kose, S. 2008. Diagnosing student misconception: using drawings as a reasearch method. World Applied Sciences Journal 3(2), 283-293

Kwan, L.P & Lam, E.Y.K. 2010. Biology matters. Singapore: Marshal Cavendish

Mahadevan, V. 2012. Anatomy of the heart. Surgery Journal. 30 (1), 5-8

Novak, J. D. 1990. Concept mapping a useful tool for science education. Journal of Research in Science Teaching. 27, 937-949

Nusantari, E. 2013. Jenis Miskonsepsi yang ditemukan pada buku ajar di sekolah menengah atas. JPS. Vol.1 (1), 52-64

Purtadi, S & Sari, R.L.P. 2007. Analisis miskonsepsi konsep laju dan kesetimbangan kimia pada siswa SMA. Makalah Semnas MIPA. Yogyakarta: Jurusan Pendidikan Kimia FMIPA-UNY

Scanlon, V.C., Sanders, T., 2007. The heart dalam Deitch, L.B., Richman, I.H., Sorkowitz, A., eds. Essentials of anatomy and physiology. 5th ed. USA: F.A.Davis Company

Sherwood, L. 2001. Fisiologi Manusia; Dari Sel ke Sistem. Edisi 2. Jakarta: EGC

Sloane, E. 2003. Anatomi dan fisiologi untuk pemula. Jakarta: EGC

Snell RS. 2006. Neuroanatomi klinik untuk mahasiswa kedokteran. Edisi Ke-5. Jakarta:EGC

Suparno, P. 2005. Miskonsepsi dan perubahan konsep dalam pendidikan fisika. Jakarta: Grasindo.

Suwarto. 2013. Pengembangan tes diagnostik dalam pembelajaran. Yogyakarta: Pustaka Pelajar

Tekkaya, C. 2002. Misconceptions as barier to understanding biology. Hacettepe universities Egitim fakulties Dergesi. 23, 259-266.

Tortora, G.J., Derrickson, B., 2012. Principles of anatomy and physiology. 13th ed. USA: John Wiley & Sons.

Yeom, S. (2011). Augmented reality for learning anatomy. Proceedings ascilite 2011 Hobart: Concise Paper

Yesilyurt, S & Gul, S. 2012. Secondary school students‘ misconceptions about the ―transportation and circulatory systems‖ unit. Journal of Theoretical Educational Science. 5 (1), 17-48.



  • There are currently no refbacks.

Contact Person:

Yatin Mulyono (Wa. 081545134438)

Muhammad Nasir (Wa. 081917392240)