The application of real experiments video analysis in the CCBL model to remediate the misconceptions about motion’s concept

Mufit, Fatni; Festiyed, Festiyed; Fauzan, Ahmad; Lufri, .

doi:10.1088/1742-6596/1317/1/012156

Cited by 23 publications

(30 citation statements)

References 10 publications

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“…While the expected situation is reversed, in addition to studying theory, students can also get scientific evidence of experimental activities. This is in line with Mufit's research [2] that student activities in the form of experiments encourage students to find learning concepts that are correct and correspond to scientific facts, compared to not doing experiments. To overcome this, the researchers created a cognitively conflict-based teaching material design using a virtual laboratory for atomic nuclear material.…”

Section: Fig 10 Appearance Validity Resultssupporting

confidence: 86%

“…Reducing misconceptions caused by various factors, including increasing student curiosity about a phenomenon in physics and better mastering concepts with appropriate learning methods [1]. However, most students (81%) have difficulty solving a physics problem despite knowing the concept of the problem involved [2]. This is because many teachers only present the learning in the abstract, without being accompanied by real or virtual experiments.…”

Section: Introductionmentioning

confidence: 99%

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Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

2021

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Curiculum.2013 requires.the students to be able to improve.the understanding of a.concepts. But it stil not realizet One of the solutions of this problem is to make physics teaching.materials based on cognitive conflicts on atomic nucleus to improve students’ conceptual understanding. The purpose.of this a research is to produce a valid cognitive conflict-based teaching material design. The type of research is Design / Development Research usingn the Plomp model. However, this research is limited to theaPreliminary.Research and Prototype.Phase. The first step is Preliminary Research by analyzing needs and context by conducting journal analysis and interviews with physics teachers in schools. The second step of the Prototype.Phase is the development stage by making the design of teaching materials, conducting validation by researchers (self evaluation) and experts review. From the results.of.the Preliminary Research stage, it was found that in the atomic nucleus theory there were still many misconceptions, there were no teaching materials that integrated models and there was a lack of guidelines for conducting virtual laboratory. In the Prototype Phase, it was found that the results ofathe design of teaching materials is based on cognitive conflict that were developed had passed the self-validation and experts validation tests with a very valid validity level with an averaga value of 0.87. With the acquisition of this value, the design of physics teaching materials based on cognitive conflict is declaredjfeasible.to be used in the learning processin order to improve the conceptual understandingof the students.

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Section: Fig 10 Appearance Validity Resultssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

2021

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“…Table 2. Indeks Aiken's V Interval Category 0,8 < V High 0,4 < V ≤ 0,8 Currently V ≤ 0,4 Not Enough (Source: Reff [15], [16])…”

Section: Methodsmentioning

confidence: 99%

Conseptual Model Application of Knowledge Dimension Complexity and Cognitive Process Level in Static Fluid Materials in High School Physics Learning

et al. 2022

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The 2013 curriculum requires the implementation of learning activities by referring to the Bloom classification revised by Anderson and Krathwohl (2001), which combines knowledge dimensions and cognitive process levels. However, the complexity of the knowledge dimension and the realization of the cognitive processing level in static fluid materials have not been optimally realized. This research aims to establish a conceptual model of the complexity of the knowledge dimension and cognitive process level of static fluid materials in high school physics learning. The type of research is R&D research using the ADDIE development method, which is reduced to the development stage. The subjects were 3 lecturers from FMIPA UNP in the Department of Physics and 3 physics teachers from Merangin Regency State High School, including SMAN 3, 6, and 17 Merangin. The object is learning tools (RPP, teaching materials, and evaluation instruments) oriented to knowledge dimension and cognitive process level in static fluid materials in high school physics learning. The expert group's research and application results on the knowledge dimension complexity and cognitive process hierarchical conceptual model composed of teaching plans, teaching materials, and evaluation tools were 0.71, and the practitioner group was 0.87. The average result of the degree of learning device verification value is 0.79, so it can be classified as effective and practical to test the effectiveness and practicality of this field.

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“…Misconceptions in learning physics have a very large impact or influence. Misconceptions in physics learning by students will affect subsequent physics learning (Mufit, 2019). Therefore, a diagnostic test is needed so that teachers do not misinterpret students' misconceptions.…”

Section: Introductionmentioning

confidence: 99%

Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

Dirman

Mufit

Festiyed

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Misconceptions of a concept in a lesson will have an influence in understanding the next concept. Having misconceptions that exist in learning can understand the nature of the misconceptions and consequently can help student learning progress. Therefore, a diagnostic test for misconceptions is needed, including the newest four-tier multiple choice and five-tier multiple choice. This research is a literature review that provides information systematically using the PRISMA method which often occurs in students' misconceptions in high school physics subjects. The data for this research are 60 selected articles from 2017-2021. The purpose of this study is to reveal the use of four-tier multiple choice and five-tier multiple choice diagnostic tests in physics and also provide a comparison of each instrument with the strengths and weaknesses of the four-tier multiple choice and five-tier multiple choice diagnostic tests. Furthermore, the use of multiple choice four levels (83.33%) and multiple choice five levels (16.67). %). In the use of the four-tier multiple choice physical material diagnostic test, which are often used in identifying misconceptions, are optical devices (12%) and energy businesses (10%). And the use of an additional five-tier multiple choice instrument diagnostic test that is often used is to present an overview or conclusion at the fifth level. However, each type of four-tier multiple choice and five-tier multiple choice tests has its own advantages and disadvantages in assessing students' conceptions

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The application of real experiments video analysis in the CCBL model to remediate the misconceptions about motion’s concept

Cited by 23 publications

References 10 publications

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

Conseptual Model Application of Knowledge Dimension Complexity and Cognitive Process Level in Static Fluid Materials in High School Physics Learning

Review and Comparison of Four-Tier Multiple Choice and Five-Tier Multiple Choice Diagnostic Tests to Identify Mastery of Physics Concepts

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