Reducing the students’ misconceptions on the theory of heat through cognitive conflict instruction (CCI)

Haryono, Heny Ekawati; Aini, Khafidhoh Nurul; Samsudin, Achmad; Siahaan, Parsaoran

doi:10.1063/5.0043400

Cited by 8 publications

(7 citation statements)

References 11 publications

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“…In addition, the cause of misconceptions in physics lessons is due to several things, including: initial knowledge of learners, teachers, textbooks, environment, improper translation of terms, learning strategies, previous learner information, insufficient student information to associate a concept with other concepts, as well as the use of language and media [10][11][12]. Misconceptions can be detected using a special instrument in the form of diagnostic tests that can reveal the presence of a misconception.…”

Section: Icmscementioning

confidence: 99%

“…The third step is to look at the difficulty level of each question item, with the results obtained displayed based on Table 3. There are four questions in the Very Difficult category (4, 5, 7, 13), four questions in the Difficult category (6,10,12,14), three questions in the Easy category (1,9,11), and three questions in the Very Easy category (2, 3, 8) [23,24].…”

Section: Icmscementioning

confidence: 99%

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Developing Diagnostic Test on Geometrical Optics (DT-GO) Concept

Kunaedi,

Samsudin,

Hasanah

et al. 2024

KSS

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Developing Diagnostic Test on Geometrical Optics (DT-GO) ConceptThe purpose of this research is to develop the instrument of diagnostic test on optical geometry material, especially in the mirror and lens topics, as well as to unveil the misconceptions of students at one of the public schools in Subang Regency. A purposive sampling technique sampling with sample selection utilizing cluster random sampling technique was conducted on a total of 96 respondents. The instrument utilized by modifying the Four Tier Diagnostic Test which was developed by Kaltakci- Gurel (2017) is developing diagnostic test on geometrical optics (DT-GO). The results of the instrument analysis on the validity test, reliability test, difficulty level test, and discriminatory power, state that the instrument was very well utilized and developed. Based on data analysis and discussion, it can be concluded that overall misconceptions had occurred of overall misconceptions that occur in students are 42.04 %, thus they meet the requirements for misconceptions to a moderate level. Keywords: diagnostic test, Geometrical Optics (DT-GO)

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Section: Icmscementioning

confidence: 99%

Section: Icmscementioning

confidence: 99%

Developing Diagnostic Test on Geometrical Optics (DT-GO) Concept

Kunaedi,

Samsudin,

Hasanah

et al. 2024

KSS

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“…Various terminologies have emerged from Indonesian PER literatures to define the students' lack of understanding about conceptual physics, namely alternative conception [103,241], misconception [104,231,233,235,236,[242][243][244][245][246][247][248][249][250], and misunderstanding [251]. To address this limitation on students' conceptual understanding, the Indonesian PER scholars have designed and examined vast learning reforms or interventions, i.e., conceptual constructionreconstruction oriented instruction (CCROI) [252], remedial programs [253], authentic learning [254], cognitive conflict instruction (CCI) [243], electronic conceptual development conceptual change text (E-CDCCText) [255], conceptual change-oriented text (CCO-Text) [235,248], and conceptual change laboratory (CC-Lab) [256]. Their purpose is to address students' misconceptions thus students can be supported to follow the conceptual progression [252,255], learning progression [253], or conceptual change [235,254,256].…”

Section: Topic 4: Conceptual Understandingmentioning

confidence: 99%

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

Santoso

Istiyono

Haryanto

et al. 2022

Data

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Abundant physics education research (PER) literature has been disseminated through academic publications. Over the years, the growing body of literature challenges Indonesian PER scholars to understand how the research community has progressed and possible future work that should be encouraged. Nevertheless, the previous traditional method of thematic analysis possesses limitations when the amount of PER literature exponentially increases. In order to deal with this plethora of publications, one of the machine learning (ML) algorithms from natural language processing (NLP) studies was employed in this paper to automate a thematic analysis of Indonesian PER literature that still needs to be explored within the community. One of the well-known NLP algorithms, latent Dirichlet allocation (LDA), was used in this study to extract Indonesian PER topics and their evolution between 2014 and 2021. A total of 852 papers (~4 to 8 pages each) were collectively downloaded from five international conference proceedings organized, peer reviewed, and published by Indonesian PER researchers. Before their topics were modeled through the LDA algorithm, our data corpus was preprocessed through several common procedures of established NLP studies. The findings revealed that LDA had thematically quantified Indonesian PER topics and described their distinct development over a certain period. The identified topics from this study recommended that the Indonesian PER community establish robust development in eight distinct topics to the present. Here, we commenced with an initial interest focusing on research on physics laboratories and followed the research-based instruction in late 2015. For the past few years, the Indonesian PER scholars have mostly studied 21st century skills which have given way to a focus on developing relevant educational technologies and promoting the interdisciplinary aspects of physics education. We suggest an open room for Indonesian PER scholars to address the qualitative aspects of physics teaching and learning that is still scant within the literature.

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“…There has been an increase in the study of student's misconceptions in the field of physics education over the last seven decades, especially on the topic of heat and temperature [1]- [5]. Various types of diagnostic instruments on this topic have been widely implemented, for example, Interview [6], [7], openended [8], conventional multiple-choice [9], [10], two-tier diagnostic test [11], [12], three-tier diagnostic test [13]- [15], and four-tier diagnostic test [3], [11], [16], [17].…”

Section: Introductionmentioning

confidence: 99%

An investigation of item bias in the four-tier diagnostic test using Rasch model

Jumadi

Sukarelawan

Kuswanto

2023

IJERE

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The existence of item bias in a set of measuring instruments can threaten the instrument’s validity. Based on the Rasch model, this study evaluated item bias in the four-tier heat and temperature diagnostic test (4T-HTDT). This study used a cross-sectional quantitative survey method. There were 241 students selected using a stratified random sampling technique. The 4T-HTDT instrument consisted of 20 items grouped into five concept groups. Students’ conceptual understanding was grouped into five categories, namely scientific knowledge (Rating=5), false positive (Rating=4), false negative (Rating=3), misconceptions (Rating=2), and lack of knowledge (Rating=1). The differential item functioning (DIF) score was used to evaluate item bias in the 4T-HTDT. Bias was reviewed based on the respondent’s gender, class, and school. The item has DIF if the probability value is <5%. The results showed that 35% (7 out of 20 items) spread over five groups of heat and temperature concepts were biased. However, excluding seven DIF items from the measurement set would not significantly affect the composition and distribution of items. Thus, the 13 items in the 4T-HTDT instrument are free from bias and can be used to evaluate the conceptual understanding of high school students.

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Reducing the students’ misconceptions on the theory of heat through cognitive conflict instruction (CCI)

Cited by 8 publications

References 11 publications

Developing Diagnostic Test on Geometrical Optics (DT-GO) Concept

Developing Diagnostic Test on Geometrical Optics (DT-GO) Concept

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

An investigation of item bias in the four-tier diagnostic test using Rasch model

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