ANALYSIS OF ELEMENTARY SCHOOL STUDENTS MISCONCEPTIONS OF CONCEPTS NATURAL DISASTERS IN IPAS SUBJECTS

Abstract

This study aims to analyze the forms of misconceptions among elementary school students regarding the concept of natural disasters in the IPAS subject, and to examine the learning process and factors that influence the formation of these misconceptions. This study uses a qualitative approach with a case study design, involving 20 sixth-grade students and one classroom teacher at SDN Kebon Jahe, selected thru purposive sampling. Data was collected thru observation, interviews, analysis of written answers, group discussions, and documentation, and then analyzed using the Miles & Huberman model. The research findings indicate that students' misconceptions fall into three main categories: unscientific preconceptions, associative thinking based on emotional interpretation or popular stories, and partial reasoning that is unable to fully describe scientific mechanisms. This misconception is reinforced by textbook-centered teaching practices, minimal use of visual media and props, and limited opportunities for concept exploration and clarification. Additionally, low science literacy, the quality of learning resources, and limited direct experience with natural phenomena also contribute to the emergence of misconceptions. This finding confirms the need for learning strategies that integrate scientific investigation, concrete media, and preconception diagnostics to strengthen students' knowledge construction related to natural disaster concepts.