Determining Students’ Conceptual Understanding Level of Thermodynamics

Sarıçayır, Hakan; Ay, Selahattin; Çömek, Arif; Cansiz, Gökhan; Üce, Musa

doi:10.11114/jets.v4i6.1421

Cited by 31 publications

(22 citation statements)

References 56 publications

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“…Getting knowledge on students" misconception can help teachers to design learning approach that focuses on conceptual understanding. It belongs to a strategy based on the way to face students with idea disability and their strategy in building a way from a situation in which students" intuitive respond is appropriate with a scientific statement [28].…”

Section: Resultsmentioning

confidence: 99%

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Sukarmin¹,

Suparmi²,

Ratnasari³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Conceptual understanding and physics learning process are related to each other. Conceptual understanding makes students able to transform knowledge into multiple representations and application in daily life. The aim of this research is to analyse students' conceptual understanding of heat and temperature by applying instrument Two-tier Multiple Choice (TTMC). This research is a descriptive research with subjects of the research are students of 10th grade in Surakarta in the academic year of 2016/2017 that represents the school with a high, medium and low category. Before instrument TTMC tested to sample, instrument validated by an expert. The instrument TTMC has good content validity between 0.89 -1, the reliability of the first tier is 0.82, the second tier is 0.70, difficulty index is a medium category, and distractor index has good function. Based on the data and analysis, most of students in high, medium and low categorized school have low concept understanding in temperature and expansion, in other concepts (heat, Black principle and heat transfer) they have adequate understanding. From this research, teachers know the students" concept understanding, so teachers can choose the suitable learning method in physics learning activities and teachers can develop and apply two-tier multiple choice as alternative instrument to measure students" conceptual understanding.

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Section: Resultsmentioning

confidence: 99%

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Sukarmin¹,

Suparmi²,

Ratnasari³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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“…On the other hand, some sources also mentioned that in energetic or thermodynamics material, students are still understood misconceptions (Sokrat et al, 2014). Misconceptions often occur with the heat and temperature concept, the concept of endotherms and exotherms and thermochemical concepts, as well as the concept of energy (Schönborn et al, 2014;Saricayir et al, 2016). Misconceptions are a very big obstacle in learning that is more meaningful (Yong, 2017).…”

Section: Introductionmentioning

confidence: 99%

Overcoming Student’s Misconception through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics

Nasrudin

Azizah

2020

JPII

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Developing metacognitive skills is a prominent objective in the education field. Several institutions use the skills to facilitate students’ thinking processes. This study aims to overcome student misconceptions in energetic materials by implementing teaching materials based on metacognitive skills. Several studies have shown that metacognitive skills have played a role in reducing misconceptions through the process of problem-solving in science learning. The subjects of this research are students majoring in chemistry at Universitas Negeri Surabaya, Indonesia. Students’ conception status is determined by the result of a conception test equipped with the Certainty of Response Index. With descriptive analysis techniques, results indicated that students who had the potential misconceptions status at the beginning had experienced self-actualization: (1) the number of students who have “the right concept” is more than those who “do not know the concept” and have “misconceptions,” and (2) the number of students who have status least misconception. Based on the results of the study, the implementation of metacognitive skills-based teaching materials can overcome student misconceptions in energetic material.

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“…Same with the result of preliminary study which found that student has difficulties when determining system and the environment in a reaction, and also student got difficulties when determining exothermic and endothermic reaction, formation, and dissociation enthalpy changed and Hess law. Misunderstandings or lack of understanding of thermochemical problems are so worrying that they must be reduced [6].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Predict-Observe-Explain Strategy to Reduce Misconception in Thermochemistry

Zakiyah¹,

Widodo²,

Tukiran³

2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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Thermochemistry is one of materials that had low student's understanding ability on National Examination in 2013-2015 which only gets 55.45%. This low percentage because of student still has misconception. Misconception can cause students having low ability to understand a concept. This misconception should be reduced, one of the ways to reduced is using remedial teaching with appropriate learning strategy which suitable with the problem that faced by student and one of them is predict-observe-explain (POE) strategy. The aim of this research is to know the effectivity of learning process using POE strategy to reduce misconceptions. This research was using One Group Pretest-Posttest Design. The sample is 33 students of XI MIA 4 at senior high school Kemala Bhayangkari 3. To know student conception this research using three tiers diagnostic test for pretest and posttest. A pretest was conducted after students have a conventional learning process with their teacher. Posttest was conducted after the student had given a treatment using POE strategy. Generally, the result shows students' changing conception. Initially, student's conception which knew the concept is 21.03% and student with misconception is 57.12%, after implementation of the learning process using POE strategy the conception changing gradually becomes 93.5% and 4.61%. So we can conclude that POE strategy effective to reduce misconception that had been experienced by student.

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Determining Students’ Conceptual Understanding Level of Thermodynamics

Cited by 31 publications

References 56 publications

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Overcoming Student’s Misconception through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics

The Effectiveness of Predict-Observe-Explain Strategy to Reduce Misconception in Thermochemistry

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