How are misconceptions about material discontinuation by gender in elementary school teacher candidates?

Abstract

This study wishes to conclude the gender differences in conceptions about the discontinuous nature of the material in potential elementary school teacher candidates. Exhausting descriptive-qualitative research method, the data were composed of the third-grade school teacher candidates of Sumedang Regional State University, with 84 participants (20-21-year-old). Instruments used in the usage of multiple-choice four-tier, questionnaires, and interview. The upshots of the tests are then treated by evaluating the school teacher candidate answers for each item and gathered by four-tier categories combined with the questionnaire and the interview. The upshots of this study indicate that the highest average percentage of school teacher candidate answers, be it female or male school teacher candidates experiencing 'misconception'. Consequently, it can be supposed that the conception of the discontinuous nature of the material on the third-grade school teacher candidates is still very low. As a final point, countless school teacher candidates are incapable to understand the material well.