Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

Abstract

Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education

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

“…So, it is concluded that the teaching materials on the feasibility of the content are valid. Accordance to the research of Lutfi, et.al [8] who obtained teaching materials with the category valid because the material presented is in accordance with the 2013 curriculum, the physics symbols used are correct, the material presented does not cause multiple interpretations, the teaching material contains cognitive conflict syntax.…”

“…Validation results are used as guidelines in revising the teaching materials and determining the feasibility of the teaching materials that have been made. The component of the feasibility of the content of the teaching material consists of (1) the description of the indicators in the teaching materials is in accordance with base competence 3.10 & 4.10, (2) The learning objectives of the teaching materials are in accordance with the indicators, (3) 4) The physics symbol used is correct, (5) The physics equation used is correct, (6) The physics term used is correct, (7) The image presented is in accordance with the material, (8) The phenomenon of physics is in accordance with the material, (9) The material presented does not cause multiple interpretations from students, (10) Images quoted from other people's work include references/sources, (11) Cognitive conflict-based teaching materials contain cognitive conflict syntax, namely activation of initial knowledge of misconceptions, presentation of cognitive conflict, discovery of concepts & equations and reflection, (12) Teaching materials made to integrate the real experiment video analysis correctly. So, it is concluded that the teaching materials on the feasibility of the content are valid.…”

“…The Tracker program is very appropriate to use for motion-related experiments [6]. Several cognitive conflict-based teaching materials have been designed on atomic nucleus matter [7] and direct current electrical matter [8] by integrating virtual laboratory. In materials related to the motion of an object, it can be done experiment real video analysis, one of which is on the momentum and impulse.…”

Online Methods in Thematic Learning: Application of Constraints and Solutions

“…In this case, to find out the understanding of the material from the students after finishing learning, an evaluation was carried out. The evaluation results are still lacking because students do not understand the material that has been taught (Luthfi et al, 2021). Meanwhile, when the evaluation process at home the results are better because they are assisted by parents, while at school the results are different because of the results of their own abilities, so that the application of evaluation through online methods is less than optimal.…”

Identification of Physics Concepts Problem in Answering the National Exam Questions at Senior High School in Pesisir Selatan District

“…Curriculum development has been carried out from the Education Unit Level Curriculum (KUPTK) to the 2013 Curriculum which prioritizes student-centered learning and the teacher as a facilitator. Physics learning in the 2013 Curriculum has the aim that students can First Author(last name), et al Pillar of Physics Education, page.84-91 | 85 master concepts and have skills that are able to develop knowledge, move students to find their own problems that must be solved by educators using scientific approach methods [1].…”