Özet:

In agreement with problem-solving skills, identifying conceptual understanding is an important topic in physics. The purpose of this study was to analyze the conceptual understanding of physics teacher prospective students on direct current based electric material “Knowledge in Piece” Theory. The study used a mixed-method approach with an explanatory model with 148 Physics Pre-service at the Jambi University, Indonesia. Data were collected using tests and interviews. The students were given a test using reasoned multiplechoice question developed to find out the understanding of student concepts, while unstructured interviews were conducted to confirm student answers that were not clear.Data analysis was done by using a rubric which as developed based on the possible reasons for student’ answer to the concept of direct current electricity. The result of study showed that understanding the concept of students in direct current electricity material is still not very good, this is shown from the study data only 6 people (4%) of 148 students who can activate the concept well and completely. The findings show that student understanding is still in the form of concept pieces. Students are not able to connect concepts properly. When asked about sub-material students have an understanding, but when the problem is given is complete enough students are not able to connect every concept to the sub-material that they understand correctly. These results give strength that the students' understanding had not been coupled coherently so that the less dominant resource would be delayed to activate than the more dominant resource.

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