Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Abstract

Students do not understand concepts and misconceptions occur in momentum and impulses. Less available teaching materials that can remediate misconceptions. This study aims to design cognitive conflict-based teaching materials that integrate video analysis of real experiments to improve students' conceptual understanding of momentum and impulses. This research is a development research using the Plomp model. In the preliminary research, journal analysis, interviews with physics teachers, and literature studies were conducted. At the prototyping stage, teaching materials are designed, self-evaluation is carried out, validation by 3 lecturers and one-to-one practicality test for 3 students. The data analysis technique used descriptive analysis for interviews, the Aiken-V formula for validation and percentage techniques for practicality tests. The results of the preliminary research, it was found that students' understanding of concepts was low and there were still misconceptions, the unavailability of teaching materials that corrected misconceptions. The results of the prototyping stage, momentum and impulse teaching materials were designed based on four syntaxes of cognitive conflict-based learning model (CCBL Model). In the third syntax, real-experiment video analysis is integrated using the tracker program. The results of the self-evaluation showed that the teaching materials were complete with very good criteria. The results of the validation test obtained a very valid value of 0.81. The results of the practicality test obtained a very practical value of 90.27. So, the design of cognitive conflict-based teaching materials integrating video analysis of real experiments on momentum and impulses is very valid and practical in one-on-one evaluation

Pengaruh Model Pembelajaran Quantum Teaching Terhadap Pemahaman Konsep Fisika

“…Faktor-faktor kognitif seperti persepsi, asosiasi, dan pengorganisasian membantu individu membangun representasi mental tentang konsep yang dipelajari. (Defrianti et al, 2021) Dalam konteks pembelajaran fisika, pemahaman konsep melibatkan kemampuan siswa untuk menginternalisasi prinsip-prinsip dasar dan struktur konseptual fisika. Ini melibatkan penerimaan informasi dari pengajaran, buku teks, atau sumber lainnya, dan transformasi informasi tersebut menjadi pengetahuan yang bermakna (Syefrinando et al, 2023).…”

The Analysis of Experiment Video on Cognitive Conflict-Based Teaching Materials to Enhance Momentum-Impulse Concepts Understanding

“…Students' understanding of physics concepts is still low, and misunderstandings often occur (Capriconia & Mufit 2022;Puspitasari et al 2021;. Poor conceptual understanding and misconceptions on impulse-momentum are often experienced by students (Anggraini & Suliyanah 2017;Lusiana et al 2016;Defrianti et al 2021). Momentum and impulse are physical studies in mechanics, with sub-materials including momentum, impulses, the law of conservation of momentum, and collisions (Relia & Sodikin 2018).…”

“…Several studies have been conducted to develop physics teaching materials based on cognitive conflict (Saputri et al 2021;Delvia et al 2021;Luthfi et al 2021), both in the form of student worksheets (Fadhilah et al 2020;Hanum et al 2019), as well as in the form of interactive multimedia IT teaching materials (Anggraini et al 2022;Aini & Mufit 2022;Dhanil & Mufit 2021;Arifin et al 2021;Ilahi et al 2021). The cognitive conflict-based momentum and impulse teaching materials used in this study have been previously developed by (Defrianti et al 2021), which are valid and practical, but their effectiveness is unknown.…”

Linkage Analysis of Physics Concepts in the Bom-bom Car Game at Lamongan Marine Tourism

“…In addition, students are not accustomed to being confronted with an event/phenomenon concretely in understanding learning material, especially Collision material. Thus, there are still many who find it difficult to understand existing physics concepts (Defrianti et al, 2021;Fadholi et al, 2018).…”