Eliminate Misconception in Learning

Abstract

This article aims to examine the actions taken by the teacher to eliminate misconceptions in learning, the focus of which is to explore the actions taken by the teacher towards students either through learning media or learning models. Three strategies are used to identify the studies included in the review: (a) search for reference databases, (b) journal searches, and (c) prior research searches (i.e. review of reference lists from relevant literature reviews and relevant articles). The literature review was conducted to find methods developed to eliminate student misconceptions. The conclusion is that students' ability to understand concepts must be supported by learning media or learning methods so that misconceptions do not occur. Especially if the sub-subjects are required to do lab work. Then the practicum becomes mandatory, if not, students will experience difficulties in understanding, especially if it is only limited to the concepts described verbally.

Misconceptions in the Learning of Natural Sciences: A Systematic Review

“…These findings explain the lack of understanding of basic concepts as a direct cause of the occur-rence of misconceptions. Other researchers also mention that the transmission-reception model, characterized by the teacher's verbal exposition and memorization of definitions and formulas, among other aspects, does not favor the development of knowledge, but rather generates erroneous conceptions [73][74][75].…”

Developing Instagram-Based E-Poster for Learning the Concept of Alkaline Group of Periodic Table

“…According to (Sobah CH et al, 2019), Misconceptions could be encountered from various sources such as books, learning media, social media, and even teachers can cause students to experience misconceptions if they teach wrong concepts. The term "misconception" refers to a hypothesis that is incompatible with scientific orthodoxy and fails to properly describe observed scientific phenomena.…”