Proceedings of the 8th International Conference on Education and Social Science Research (ICESRE 2025)

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Analysis of Student Conceptions and Their Impact on Solving Problems of Direct Current Electrical Circuits

Authors
Jeffry Handhika1, *, Joel Iglesia Alvarez2, Nugroho Adi Pramono3, Tantri Mayasari1, Innal Mafudi1
1Universitas PGRI Madiun, Madiun, Indonesia
2Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines
3Universitas Negeri Malang, Malang, Indonesia
*Corresponding author. Email: jhandhika@unipma.ac.id
Corresponding Author
Jeffry Handhika
Available Online 26 February 2026.
DOI
10.2991/978-2-38476-543-0_28How to use a DOI?
Keywords
Concept; Direct Current; Electrical Circuits; Problem Solving
Abstract

Students often experience difficulties in solving problems, indicating that one of the causes is a misconception, which is part of the conception. Initial conception (preconception) can have an impact on student problem-solving. This research aims to reveal students’ conceptions of the topic of direct current electrical circuits and their impact on problem-solving. Students often experience difficulties in solving problems, which is indicated by one of the causes being a misconception, which is part of the conception. This research involved eight students who had not yet completed Basic Physics II at a private university in Madiun in the 2025/2026 academic year. The method used was descriptive qualitative, using questionnaires, tests, and interviews. Information was obtained that there are two categories of student conceptions: (1) having insufficient conceptual knowledge (Category σ), consisting of students S1, L2, and I3, (2) not having conceptual knowledge (Category ρ), consisting of students Y4, F5, D6, I7, and R8. These two categories also affect students’ ability to solve problems. Students in the ρ category tend to doubt their understanding and use their intuition to respond to issues with a very low level of confidence.

Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 8th International Conference on Education and Social Science Research (ICESRE 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
26 February 2026
ISBN
978-2-38476-543-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-543-0_28How to use a DOI?
Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Jeffry Handhika
AU  - Joel Iglesia Alvarez
AU  - Nugroho Adi Pramono
AU  - Tantri Mayasari
AU  - Innal Mafudi
PY  - 2026
DA  - 2026/02/26
TI  - Analysis of Student Conceptions and Their Impact on Solving Problems of Direct Current Electrical Circuits
BT  - Proceedings of the 8th International Conference on Education and Social Science Research (ICESRE 2025)
PB  - Atlantis Press
SP  - 339
EP  - 349
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-543-0_28
DO  - 10.2991/978-2-38476-543-0_28
ID  - Handhika2026
ER  -