Analyzing the Students' Conceptual Change on Kinetic Theory of Gases as a Learning Effect though Computer Simulations-Assisted Conceptual Change Model

Abstract

This study is to analyze the students' conceptual change on the kinetic theory of gases afterward learning with a computer simulation-assisted conceptual change model. CS-CCM consists of six phases; 1) commit to a position 2) expose beliefs 3) confront belief 4) accommodate the concept 5) extend the concept 6) go beyond. CS-CCM was conducted to 27 students (average age of 17 years old) who came from one of high school in Belitung. The research method was pre-experimental design with a one-group pretest-posttest design. The instrument used a four-tiers test-kinetic theory of gases (FT-KTG) consisting of 11 questions and the results of the test categorized into five categories of students' conceptions, consisting of; sound understanding (SU), partial understanding (PU), misconception (MC), no understanding (NU), and not being encoded (UC). Students' conceptual change is based on students' pre-test and post-test conception profiles. There are six types of changes in students conceptions; reinterpretation (Ri), revision (Rv), construction (Co), disorientation (Di), scientific conception from the beginning (Sc), and static (St). The results show that 86% of students whose conceptual change are in the "satisfying category" and CS-CCM is effective can be used as a learning model to change students' conceptual.

Can sound waves in computer simulation lower students’ misconceptions? Analysis of reduction and change

“…Based on the results of this study, the use of SWiCS made a change in the conception which was dominated by good changes. This is in accordance with previous research (Samsudin et al, 2020) that uses simulation as a medium for changing students' conceptions. In addition, the use of SWiCS can also suppress changes in the no change category.…”