Miskonsepsi adalah konsepsi siswa yang tidak sesuai dengan konsepsi para ilmuwan. Miskonsepsi terjadi secara konsisten di dalam pikiran siswa dalam menafsirkan konsep menjadi konsepsi dan atau dalam penerapannya menjadi fakta. Mata pelajaran IPA sering menimbulkan kesulitan siswa dalam memahami konsep-konsep yang abstrak. Hasil analisis miskonsepsi menggunakan instrumen diagnostik three tier, selanjutnya dapat dilakukan identifikasi miskonsepsi untuk mengetahui jenis miskonsepsi yang terjadi. Penelitian ini menggunakan metode deskripsi kualitatif untuk mengidentifikasi miskonsepsi gerak pada siswa SMP.  Miskonsepsi materi gerak yang ditemukan pada siswa berada pada konsep kecepatan, kelajuan, gaya aksi-reaksi, inersia, dan gerak.

Teacher’s domination in teaching science subject is still found in many schools, including junior high schools. Since then, students experience a lack of direct observation leading to not only their low conceptual understanding, but also their higher order thinking ability. Therefore, the implementation of a proper learning model becomes a crucial breakthrough. In this present paper, we focus on the influence of learning model with inquiry level of interactive demonstration (as the experimental class) and discovery-based learning model (as the control class) on the VIII grade students’ higher order thinking ability. We used posttest only control group design by means of using 20 validated multiple choice questions with reliability of 0.872. The data analyses were completed comprehensively, from normality test to t-test on students’ ability. As the conclusion, according to those data analyses, students’ higher thinking skill is better when students are thought by interactive demonstration rather than by discovery learning.

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Until recently, not only students in middle high schools but also in a university have difficulties in understanding either mathematical representations or physical concept behind scientific phenomena. Those difficulties are then associated with a low level of critical thinking. For instance, in physics, it seems to be not easy for students to attain proper relation among wave speed, wavelength, and frequency. This unproper understanding contributes to students’ low critical thinking skill. One of the most effective ways to overcome the problem is to use student-centred learning with interactive, animated, and game-like learning experiences. Guided inquiry learning and a freely App “Physics Education Technology (PhET)” are believed to meet the criteria. This study focused on the students’ knowledge construction process to be able to think critically the wave-related concepts. This PhET-assisted guided inquiry learning strategy was addressed to 25 students at a junior high school in Indonesia. The objective is to explore the stages of inquiry learning approach using PhET, especially on training them to attain their critical thinking skill. This is a qualitative study that purely involves in-class observation. The lesson plan and student worksheets were prepared as the research instruments. As the results, we found that the use of PhET in the guided inquiry learning model can help students acquire to learn the concept of wave speed, wavelength, and frequency with critical thinking.

A guided inquiry model is able to facilitate students to actively engage in discovering their own knowledge in learning, thereby it enhances the scientific reasoning skills of learners. This research aims to describe the influence of guided inquiry model on the vibration and wave material to the scientific reasoning ability of class VIII students in SMPN 1 Malang. This study uses mixed method type embedded experiments. The data were obtained from pretests and posttest values as well as observation results during the learning process. The quantitative data analysis using value skewness, paired sample t-test, N-gain value, and d-effect size. The qualitative data analysis is based on a description of the learning process through students’ worksheets and interview results. The results showed that the guided inquiry model provides positive effect on the scientific reasoning ability of the junior high school students in class VIII on the chapter of vibration and wave. Different tests with paired sample t-test showed significant difference between pretests and posttest values. Average N-gain of 0.808 with high category and d-effect size of 3.556 with very high category.