The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

Abstract

Abstract. Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students' conceptual understanding and character in the subject area of motion and force. This quasiexperimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students' conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students' conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students' conceptual understanding and character in learning subject area of motion and force.

Digital Story Conceptual Change Oriented (DSCC) to Reduce Students’ Misconceptions in Physics

“…Some of the studies shown that misconceptions still exist although had been revealed overtimes (Halim, Yong, Subahan, & Meerah, 2014;Santyasa, Warpala, & Tegeh, 2018). Some factors could be suspected as the cause of misconception, namely the learning process, curriculum, and teacher's paradigm that learning is the transfer of knowledge (Kurniawan, 2018b;Santyasa et al, 2018;Üce & Ceyhan, 2019).…”

Penggunaan Model Conceptual Change Pada Instrumen Three-Tier-Test Dan LKPD

“…Model pembelajaran dengan conceptual change efektif dalam meremidiasi miskonsepsi siswa dibuktikan terjadinya perubahan konsepsi siswa dari miskonsepsi menjadi tahu konsep (Nikmah & Suyono, 2015;Sari & Nasrudin, 2015). Ditemukan dalam banyak penelitian bahwa model conceptual change memiliki dampak yang positif terhadap siswa yaitu siswa dapat mengalami pergeseran dari miskonsepsi menjadi tahu konsep (Coştu et al, 2007;Muallifah et al, 2017;Santyasa et al, 2018).…”

The Influence of Realistic Mathematic Approach to Student Achievement of Elementary School

“…Students gain a lot of knowledge in class activities designed to improve students' ability to memorize information, but they would not look for evidence themselves, rather than just sitting for the teacher's communication of ideas, so knowledge is not implemented in everyday life and will be forgotten even faster [1][2]. If rote learning and procedural skills are not practiced, knowledge gained through deep understanding may be overlooked [3][4].…”