Effectiveness of Conceptual Change Text in Reducing Acid-Base Misconceptions

Rosyidah, Rosyidah; Virtayanti, Irma Ayu

doi:10.15575/jtk.v6i1.9870

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…CCT dianggap relevan diajarkan karena dapat menghasilkan pemahaman konsep yang lebih baik pada siswa dan dapat memberikan kesempatan kepada siswa untuk mengevaluasi dan memeriksa konsepsinya (Yustinaningrum & Lubis, 2019). Penerapan model pembelajaran CCT sangat relevan sebagai usaha untuk menurunkan miskonsepsi (Rachmawati & Supardi, 2021;Rohmah & Virtayanti, 2021). CCT juga efektif dalam membantu meningkatkan pemahaman guru pada tingkat submikroskopik baik verbal maupun visual (Anam, dkk., 2020).…”

Section: Pendahuluanunclassified

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

Fauzannur*

Hasan

Sulastri

2022

JPSI

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The low interest in learning chemistry is because there are still some students who have different conceptions, resulting in misconceptions. This study aims to determine the level of students' misconceptions about the buffer solution material in the experimental class and control class and the effectiveness of the conceptual change text (CCT) learning model in preventing students' misconceptions about the buffer solution material at SMAN 1 Seulimeum. The method used in this study is a quasi-experimental designed with a posttest only control group design. The sample selection technique was determined with certain considerations because there were only two classes in class XI IPA, so the two classes were used as samples in this study. So the research sample taken was class XI IPA1 and XI IPA2, totaling 30 and 34 students. The instrument used is in the form of multiple-choice diagnostic test questions. The data analysis technique used four tier. The results showed that the level of students' misconceptions on the buffer solution material in the experimental class and control class before applying the learning treatment obtained an average percentage of 31.18 and 31.33. The effectiveness of the CCT learning model can prevent students' misconceptions about the buffer solution material. The results of data analysis prove that after applying the CCT model students' misconceptions decreased with the misconception score only reaching 2.65. The results of the study can be concluded that the CCT model can prevent misconceptions better than the conventional learning model through the direct instruction model

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Section: Pendahuluanunclassified

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

Fauzannur*

Hasan

Sulastri

2022

JPSI

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“…Conceptual learning strategy has a high level of effectiveness in reducing misconceptions (Islamiyah et al, 2019;Kibirige et al, 2014;Rohmah & Virtayanti, 2021). Conceptual learning consists of four phases, i.e., identifying students' misconceptions, creating conceptual conflict, equilibration, and concept reconstruction.…”

Section: Implementation Of Effective Learning Strategies In Reducing ...mentioning

confidence: 99%

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

ISLAMİYAH

Rahayu

Dasna

2022

Tadris

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Misconceptions are defined as wrong ideas or views of a person's concept different from the scientific concepts formulated by experts in their field. It must be reduced immediately so as not to hinder the process of understanding the next interconnected matter. Reducing students' misconceptions can be done through remedial learning. This study aimed to describe the phase in processing information that causes students' misconceptions based on learning theory, describe the implementation of an effective remedial learning strategy to reduce misconceptions in chemistry, and describe learning media that can be integrated into remedial learning in chemistry. The method used in this study was the systematic literature review (SLR) by searching articles on the electronics journal database. The database used in this study was ERIC, Google Scholar, and Sinta from 2011 to 2021. Seventeen articles were found in 14 indexed journals (Scopus and Sinta). The data was analyzed by collecting the related articles, reducing them based on the research focus, displaying the data, and concluding. The result showed that students build their understanding through assimilation and accommodation. The disequilibrium between both of these aspects causes a misconception. It must be reduced immediately through remedial learning. Six remedial learning strategies can reduce misconceptions in chemistry effectively, i.e., POE, Guided Inquiry, MRCD, Ember, Conceptual Learning, and ECIRR. This effectiveness is due to the phase of creating cognitive conflict. Integrating Information and Communication Technology (ICT) interactive media in implementing remedial learning strategies has a positive impact because interactive media can visualize abstract concepts. Hence, the cognitive accommodation phase is more effective.

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Analysis of the students’ conceptual understanding of chemical bonding with four-tier diagnostic test

Rohmah,

Sholichah,

Pratiwi

et al. 2024

AIP Conference Proceedings

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Effectiveness of Conceptual Change Text in Reducing Acid-Base Misconceptions

Cited by 3 publications

References 10 publications

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

The Effectiveness of Remediation Learning Strategy in Reducing Misconceptions on Chemistry: A Systematic Review

Analysis of the students’ conceptual understanding of chemical bonding with four-tier diagnostic test

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