Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Çoştu, Bayram

doi:10.1166/asl.2017.7539

Cited by 35 publications

(27 citation statements)

References 15 publications

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“…Multitier Open-ended Light Wave Instrument (MOLWI) is a multiple choices instrument with four-tiers as in general instrument for assessing alternative conceptions. Other studies have developed multiple-choice conception tests in various formats, such as the two-tier, the three-tier, and the four-tier test format (Kaniawati, Fratiwi, Danawan, Suyana, Samsudin, & Suhendi, 2019;Hermita et al, 2017;Samsudin, Suhandi, Rusdiana, Kaniawati, & Coştu, 2017;Afif, Nugraha., & Samsudin, 2017;Kaltakci-Gurel, Eryilmaz, & McDermott, 2017;Coştu, Ayas, & Niaz, 2012;Peşman & Eryılmaz, 2010;Coştu, 2008). The four-tier test instrument which is generally used has a composition with tier one and three are multiple choice, tier two and four are the level of confidence.…”

Section: Introductionmentioning

confidence: 99%

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Aminudin¹,

Kaniawati²,

Suhendi³

et al. 2019

Journal for the Education of Gifted Young Scientists

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The research aims to develop and to assess alternative conceptions of second year's Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year's scholars (11 male students, namely "Ujang" and 15 female students, namely "Eneng", the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.

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Section: Introductionmentioning

confidence: 99%

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Aminudin¹,

Kaniawati²,

Suhendi³

et al. 2019

Journal for the Education of Gifted Young Scientists

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“…Misconceptions have some of the same characteristics as the strength of misunderstandings embedded in students' cognitive structures, the concepts that are different from the concepts of experts. This misconception will affect how students understand natural phenomena and provide an explanation of the phenomenon, and the problem of misconceptions must be immediately overcome, avoided or eliminated to achieve an understanding of the concept that is appropriate or the same as understood by experts [38], [39].…”

Section: The Results and Discussionmentioning

confidence: 99%

Paper Conceptions and Misconceptions of Pre-Service Teacher about Light

Wahyuni¹,

Rustaman²,

Rusdiana³

et al. 2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The purpose of this study is to define a description of the various conceptions and misconceptions of pre-service physics teacher about the concept of light in basic physics courses. This research was conducted on 96 students of a pre-service physics teacher in one of the state universities (PTN) in Makassar. The mixed method was used in this study. Data collection in this research is through observation, test, analysis of test results, limited interviews, and analysis of data by quantitative and qualitative. The result of this research is found the misconception of pre-service physics teacher about the concepts of physics, especially about the concept of light. This shows that the low understanding of the concept of preservice physics teacher to the basic concepts of physics, causing misconception. Therefore , that misconceptions are defined an information to develop a continuous research that can contribute to improving the quality of teachers candidates, especially physics teachers who will give a positive impact on improving the quality of education, especially in Indonesia by developing a programming of basic physics course oriented conceptual change to eliminate a misconceptions on pre-service physics teacher).

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“…The final step is to explain and compare the result from their exploration and hypothesis. In the reference, Costu only explains the steps for PDEODE [6][7][8][9][10]. The additional explanation for E* as "Exploration" is the result of the development from Samsudin and team [5].…”

Section: Research Theorymentioning

confidence: 99%

Analyzing educational university students’ conceptions through smartphone-based PDEODE*E tasks on magnetic field in several mediums

Zulfikar

Girsang

Saepuzaman

et al. 2017

AIP Conference Proceedings

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Abstract.Conceptual understanding is one of the most important aspects in the study of Physics because of it useful to understand principles behind certain phenomenon which happened. An innovative method was needed to strengthen and enhance student's conceptual understanding, especially regarding the abstract subject such as magnetic field. For this reason, worksheet and exploration sheet based on PDEODE*E (Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) that uses Gauss Meter application as the smartphone technology has been designed to answer the problem. The magnetic field strength in different mediums is the physics subject which covered in this research. The research was conducted with the aim to know how effective smartphone technology-based PDEODE*E could be implemented as a physics learning strategy. The result of this research shows that students could show improvements in conceptual understanding that shown by the conclusion that was constructed during the learning process. Based on this result, PDEODE*E could become a solution to strengthen students' conceptual understanding regarding physics subject, especially those that requires abstract thinking. This result also has shown that the application ofsmartphone technology could be used to support physics learning processes in the classroom, such as Gauss Meter in this research which used to measure the magnetic field, Light Meter which could be used in the concept of light, and Harmonicity Meter for the context of the sound wave.

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Promoting Conceptual Understanding on Magnetic Field Concept Through Interactive Conceptual Instruction (ICI) with PDEODE*E Tasks

Cited by 35 publications

References 15 publications

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Rasch Analysis of Multitier Open-ended Light-Wave Instrument (MOLWI): Developing and Assessing Second-Years Sundanese-Scholars Alternative Conceptions

Paper Conceptions and Misconceptions of Pre-Service Teacher about Light

Analyzing educational university students’ conceptions through smartphone-based PDEODE*E tasks on magnetic field in several mediums

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