The effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium

This study aims to investigate the effectiveness of activity-based conceptual change module in increasing the level of scientific knowledge and reducing the level of students’ misconception on electromagnets. The participant consist of 194 high school students from sixth classes. Three of the classes were assigned randomly as an experimental group and the other classes as a control group. The experimental group gets learning facilitated by activity-based conceptual module, while the control group gets learning facilitated by a conventional textbook. The level of scientific knowledge and students’ misconception were measured by the Three-Tier Electromagnets Test. The data about the level of scientific knowledge and student misconception were analyzed by the ANCOVA with pre-test score used as a covariate. The results showed that the activity-based conceptual change module was effective to increase the level of scientific knowledge and reduce the level of student misconception in an electromagnet

Download Full-text

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i22.25465 ◽

2021 ◽

Vol 16 (22) ◽

pp. 167-188

Author(s):

Ida Kaniawati ◽

Widyatami Nurul Maulidina ◽

Hera Novia ◽

Iyon Suyana ◽

Achmad Samsudin ◽

...

Keyword(s):

High School ◽

Computer Simulation ◽

High School Students ◽

Conceptual Change ◽

Computer Simulations ◽

Effect Size ◽

Learning Model ◽

Public High School ◽

Mixed Method Research ◽

School Students

Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

Download Full-text

Analyzing with Posner’s Conceptual Change Model and Toulmin’s Model of Argumentative Demonstration in Senior High School Students’ Mathematic Learning

International Journal of Information and Education Technology ◽

10.7763/ijiet.2016.v6.732 ◽

2016 ◽

Vol 6 (6) ◽

pp. 457-464 ◽

Cited By ~ 1

Author(s):

Y. T. Chen ◽

◽

J. H. Wang ◽

Keyword(s):

High School ◽

High School Students ◽

Conceptual Change ◽

Senior High School ◽

Change Model ◽

School Students ◽

Conceptual Change Model ◽

Toulmin’S Model ◽

Senior High School Students

Download Full-text

Five-Tier Geometrical Optics Test Feasibility to Identify Misconception and the Causes in High School Students

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v9i2.8874 ◽

2021 ◽

Vol 9 (2) ◽

pp. 141

Author(s):

Farah Salmadhia ◽

Heni Rusnayati ◽

Winny Liliawati

Keyword(s):

High School ◽

High School Students ◽

High Schools ◽

Geometrical Optics ◽

Alternative Conceptions ◽

Public High Schools ◽

School Students ◽

Test Feasibility ◽

Feasibility Test ◽

Almost All

This research aimed to test the feasibility of a geometrical optics instrument to identify the misconception and its causes. The instruments used in this research were question validation sheet and five-tier geometrical optics test (FIGOT) with 14 items of questions and consisted of 48 concepts tested. FIGOT obtained from the existing four-tier test research before which was then modified by adding one more tier about the causes of misconception. FIGOT validated by six experts, in which one the aspect assessed was the suitability of the items with alternative conceptions. The analysis of construct validity tested using CVR (almost all items have a CVRAverage value of ≥ 0.67) and the reliability was using Cronbach’s Alpha (r ≥ 0.62 for each or both tier). The identification results processed using CDQ (Confidence Discrimination Quotient). The study was conducted in two public high schools located in Bandung and two public high schools located in Jakarta with 109 students (34 males and 75 females). The result showed that most senior high school students still experienced misconceptions related to the topic of geometrical optics, 17 misconceptions from 48 concepts about geometrical optics. The biggest percentage was 81% and CPM (Confidence of Percentage Misconception) was 4,75 about plane mirror. The most dominant causes of misconception in the material of geometrical optics were due to teachers, school books, and internet. The results of the FIGOT feasibility test showed that the items of questions were possible to use to identify misconceptions and the causes of misconceptions on optical geometry.

Download Full-text