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.

Physics is a part of science that contains many concepts. To understand a physics concept student often experience misconceptions, including on simple harmonic oscillation subject. One way to overcome students’ misconceptions is to conduct teaching instruction that can facilitate students to promote their conceptual understanding. Interactive Conceptual Instruction (ICI) was developed to promote conceptual understanding. The data were obtained through 60 10th grade student that selected by simple random sampling. They were divided into two group which is 30 students in the experimental group taught ICI with computer simulation and 30 students in the control group followed traditional classroom instruction. The instruments utilized to determine students’ misconceptions were pre-test and post-test in the form 20 items four-tier diagnostic test related to simple harmonic oscillation. The results show that the value of effect size is in the “large effect” category. It can be concluded that the implementation of ICI with computer simulation effective in overcoming student’s misconception on simple harmonic oscillation subject.