Analogy Educational Comics to Overcome Students’ Misconception on Simple Electricity Circuit Material

Abstract

Distance learning during this pandemic makes students more often access the internet for learning purposes. The habit of copying and pasting sources from the internet without confirming the correctness of the information obtained causes misconceptions in students. In the analogy approach, there is a comparison between two concepts that can expand students’ thinking patterns. While comics contain explanations of the material outlined in the form of pictorial stories that will attract the attention of the readers. By applying an analogy approach in educational comics that is packaged in the concept of changing conceptions, it is hoped that it will direct analogical reasoning and activate deeper understanding so that it can form scientific conceptions in students. The purpose of this study was to investigate the usefulness of educational comics by analogy in overcoming student misconceptions on simple electrical circuit material. The sample of this study was 30 students at one of the public Islamic junior high school in South Jakarta who were taken purposively. The research method used is a pre-experimental method and the design used is a one-shot case study. Students who were used as samples had identified misconceptions in the electrical circuit material using a Simple Electrical Circuit Diagnostic Test (SECDT). The results of this study found that analogy educational comics can replace students’ misconceptions with scientific truths and it was found that 63% were aware of their misconceptions, gained new knowledge and believed in the truth of scientific explanations presented in the comics.

Teaching and Investigating on Modelling through Analogy in Primary School

“…Being able to identify and use analogies is one of those skills that makes cognition particularly efficient. The centrality of analogy as a cognitive task has been revived and reconceptualised at various times and in different scholarly contexts [41][42][43][44], including teaching and learning in students and pupils [45][46][47][48][49], with regard to scientific learning [50][51][52][53][54], as a strategy to communicate the nature of science [55] and, specifically, in the teaching of the principles of electricity [7,[56][57][58] and also in teacher training [59]. Concerning the teaching of physics, the topic of analogy is interesting not only from the point of view of the skills that learners need to develop, and what the strategies applied by the teacher to pursue this may be, but also as a skill that teachers themselves can refine and use to make their teaching more attractive and inclusive, for example, by drawing analogies between physics concepts and themes or situations typical of other fields of knowledge [60][61][62].…”

Science Teachers' Use of Analogies: Findings from Classroom Practices

“…Another new study conducted by Hesti (2021), aimed to highlight the effect of "analogy educational comics" -a variety of graphic novels that concentrate on a particular subject in a way that are enjoyable, fun and accessible -on clarifying student misconceptions. For this purpose, Simple Electrical Circuit Diagnostic Test (SECDT) was used to identify and detect students' misconceptions.…”