scholarly journals Pengembangan Media Pembelajaran Interaktif C-Bonds untuk Mendeteksi dan Mereduksi Miskonsepsi dengan Strategi Conceptual Change Text

2021 ◽  
Vol 7 (4) ◽  
pp. 1039
Author(s):  
Eri Zuimatus Sa'diyah ◽  
Sukarmin Sukarmin
Keyword(s):  
Conceptual Change ◽  
Conceptual Change Text

scholarly journals PROFIL LEARNING PROGRESSION MAHASISWA CALON GURU SD TERKAIT KONSEP BENDA NETRAL SETELAH AKTIVITAS VMMSCCText

2020 ◽  
Vol 6 (1) ◽  
pp. 10-22
Author(s):  
Neni Hermita
Keyword(s):  
Conceptual Change ◽  
Learning Progression ◽  
Conceptual Change Text

Telah dilakukan investigasi untuk mendapatkan gambaran tentang profil learning progression mahasiswa calon guru SD setelah aktivitas Visual Multimedia Supported Conceptual Change Text (VMMSCCText). Sebelumnya, VMMSCCText telah dikembangkan untuk memfasilitasi learning progression mahasiswa calon guru SD hanya dengan membaca text. Penelitian ini bertujuan untuk mengetahui profil learning progression mahasiswa calon guru SD terkait konsep benda netral setelah mengikuti aktivitas VMMSCCText. Metode yang digunakan adalah metode deskriptif kuantitatif yang diimplementasikan pada 30 orang mahasiswa PGSD FKIP Universitas Riau pada mata kuliah Konsep Dasar IPA. Profil learning progression pada mahasiswa diinvestigasi dengan uji diagnostik dalam format four tier test (FTT) dan penilaian pada LKM, kemudian dianalisis berdasarkan tipe learning progression. Tipe learning progression terdiri dari 1) Konsisten dengan konsepsi ilmiah (Tipe I); 2) Berprogres dengan baik (Tipe II); 3) Tidak berprogres (Tipe III); dan Mengalami Degradasi (Tipe IV). Hasil penelitian dengan VMMSCCText menunjukkan tipe I sekitar 13,33%, tipe II sekitar 80%, tipe III 6,67% dan tipe IV sekitar 0%. Berdasarkan data yang diperoleh dapat disimpulkan bahwa VMMSCCText mampu meremediasi miskonsepsi dan mengembangkan learning progression mahasiswa calon guru SD.

scholarly journals The effect of conceptual change text structure on concept understanding and misconception reduction of dynamic electricity

2018 ◽  
Vol 42 ◽  
pp. 00075 ◽  
Author(s):  
Gde Parie Perdana ◽  
Ketut Suma ◽  
Ni Made Pujani
Keyword(s):  
Conceptual Change ◽  
Expository Text ◽  
Text Structure ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Conceptual Change Text ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the effect of conceptual change text on student understanding and misconception reduction of dynamic electricity concept. A quasi-experimental research with pre-test/post-test non-equivalent control group design was used. The subjects for this study consisted of 90 tenth-grade students. The three-tier test, the Dynamic Electricity Concept Test (DECT), was developed as pre-test and post-test to access the student conceptions. While the experimental group (n=45) received a conceptual change text, the control group (n=45) received an expository text. MANCOVA analysis was used to know the effect of conceptual change text structure on both dependent variables. The results of the study indicated that the student in the experimental group showed significantly higher understanding and higher misconceptions reduction compared to the students in the control group. Both groups had increased concept understanding and misconceptions reduction, however, the experimental group’s result was better than the control group.

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts

2006 ◽  
Vol 36 (4) ◽  
pp. 313-335 ◽  
Author(s):  
Tacettin PinarbaŞi; ◽  
NurtaÇ Canpolat ◽  
Samih BayrakÇeken ◽  
Ömer Geban
Keyword(s):  
Conceptual Change ◽  
Solution Concepts ◽  
Conceptual Change Text

scholarly journals Development of MISTION Software to Detect and Reduce Students' Misconception with Conceptual Change Text Strategy on Stoichiometry Materials

2021 ◽  
Vol 5 (3) ◽  
pp. 423
Author(s):  
Rizky Amallia Prastika ◽  
Sukarmin Sukarmin
Keyword(s):  
Conceptual Change ◽  
Construct Validation ◽  
Student Response ◽  
Abstract Concepts ◽  
Content Validation ◽  
Research Subjects ◽  
Reaction Equation ◽  
Adobe Flash ◽  
Conceptual Change Text ◽  
Chemical Material

Misconceptions often occur, especially in chemical material like stoichiometry which are full of abstract concepts. The purpose of this study was to determine the feasibility of mistion software to detect and reduce misconceptions in stoichiometric material with conceptual change text strategy. This research was conducted using the Research and Development (R&D) method with 15 students of SMAN 1 Gedangan as research subjects. Software is developed using Adobe Flash CS 6 with action script 3.0. The software's feasibility is viewed from the validity practicality, and effectiveness. The data analysis results show that 1) the software is very valid with the average result of content validation is 93.52%, and the construct validation is 91.82%. 2) The software is very practical, with an average result of student response questionnaires is 95.28% and supported with the average result of student observations is 85%. 3) Software is effective with the average result of misconception shift for sub-concept basic chemical law is 77.27% with effective category, sub-concept of reaction equation is 85.05% with very effective category, and sub-concept of mole is 73,72% with effective category. Based on the result, we can conclude that mistion software is feasible to detect and reduce students' misconception.

scholarly journals THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE

2016 ◽  
Vol 15 (6) ◽  
pp. 693-705
Author(s):  
Nejla Yürük ◽  
Pınar Eroğlu
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Elementary Science ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Service Science ◽  
Conceptual Change Text ◽  
Post Test ◽  
Conceptual Change Texts

The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers’ conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers’ conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants’ conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. Key words: conceptual change text, metaconceptual processes, heat and temperature, pre-service science teachers.

scholarly journals The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Salem Abedel Aziz ALkhawaldeh
Keyword(s):  
Conceptual Change ◽  
Traditional Instruction ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Treatment Groups ◽  
Conceptual Change Text ◽  
Significant Difference ◽  
Conceptual Change Texts ◽  
Experimental Group ◽  
Photosynthesis And Respiration

The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI)  group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.

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