Factor Analysis and Student Errors in Working on Problems Analytical Mechanics: Identification of Misconceptions

Abstrak

This research aims to analyze students' misconceptions in working on analytical mechanics mid-semester exam questions and the causal factors. This research uses a qualitative descriptive method that attempts to describe misconceptions and factors that cause students to experience difficulties in working on analytical mechanics exam questions. The subjects of this research were second-semester Physics Education class A students at Yogyakarta State University. This research was conducted by collecting the results of the analytical mechanics mid-semester exam and conducting interviews with student representatives. The results of data processing showed that the highest level of student misconception was in question number 4 regarding Lagrange multiplication, namely 76%, while the lowest level of misconception was in question number 1 regarding the Euler Lagrange equation in two variables. This happened because some students did not understand the questions and physical quantities, so they experienced misunderstandings when working on the questions. For this reason, students need to practice more intensively in working on questions to overcome errors and misconceptions.