Model of Cocoaer as alternative learning to prevent the potential misconceptions of high school students

Abstract

The Cocoaer learning model was developed to prevent the emergence of Misconception Potential (FMD) of high school students (SMA). This study aims to develop a valid, practical cocoaer learning model to prevent the emergence of high school students’ PMK. Development of a cocoaer learning model based on needs analysis. R and D development research (Research and Development) refers to the Borg & Gall’s (1997) model, namely the development of models carried out through repetitive activities from starting to design to limited test models. The data was analyzed descriptively. The results of the study show that: (1) the cocoaer model and the supporting model are classified as valid and reliable, (2) the syntax implementation of the model and the observations of student activities in accordance with the design of the cocoaer model.

The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses

“…If the answer is wrong and the CRI index is low (<2.5), then the respondent is still less likely to understand the concept being asked. If the answer is wrong and the CRI index is high (> 2.5), then the respondent may perceive misconceptions on the concept being taught (Halim et al 2009b;Zainuddin et al 2020;Hakim et al 2012).…”

“…Misconception research, especially misconception in the field of physics, has been studied since the 70s (Cronbach 1970;Champagne et al 1980;Carey 1985;Clement 1982), covering three main stages, namely (a) Development of diagnostic test instruments (Treagust 1988;Halim et al 2009b;Karunia & Rinaningsih 2013;Halim et al 2016;Halim et al 2017;Halim et al 2018a;Halim et al 2018c;Halim et al 2020a;Resta et al 2020), (b) Identification and Analysis of causes of misconception Saputri et al 2011;Halim et al 2020b), and (c) Remediation of misconceptions (Zukhruf et al 2016;Junike et al 2016;Putra et al 2016). The term remediation or restoring misconceptions has been used with various types of words by education experts, including the use of the term fighting or to combat (Martinez et al 2013;Styer 1996) and the antidote to the misconception (Styer 1996;Baxter & Amory 2004), overcoming or overcoming misconceptions used in educational research (Halim et al 2011;Tarmizi et al 2017;Zainuddin et al 2020), avoiding or to prevent and oppose or challenge misconceptions (Kose 2008;Pekmez 2010;Yang & Senocak 2013;Zainuddin et al 2020), the elimination or eradicating of misconceptions (Ammons & Eickman 2011;Mansournia 2018). Overall, these terms, even though they have different meanings and meanings, the purpose and purpose are still the same, namely to deal with or eliminate students' misconceptions.…”

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

“…One reason for the difficulty in revising misconceptions is that teachers are less equipped with scientific concepts (content knowledge), how to engage students in learning (pedagogical content knowledge), and have not yet used technological content knowledge ( Anggoro et al, 2019a;2019b;Halim et al, 2019;Madden et al, 2016;Zainuddin et al, 2020). This has an impact on misconceptions that will occur in the future.…”