Email this article 
Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory
Abstract
Identification has been carried out to get an overview of the student's Level conceptual change of K-11 student on the hydrostatic pressure concept using Virtual Conceptual Change Laboratory (VCCLab). The VCCLab was created to accomplish the conceptual change level of students’ construction and reconstruction. This investigation aimed to decide the degree of students’ applied change identified in the concept of hydrostatic pressure by involving in VCCLab activities. The strategy utilized was a quantitative enlightening technique which was conducted on a day and a half at class XI-one of the senior high school in West Java Province. The level of students’ conceptual change was identified by using a diagnostic test in the Four - tier test (FTT) format and the results of the students’ worksheets were analyzed based on the guidelines for determining the level of conceptual change. Conceptual change level consists of 1) Scientific conception from the beginning (SCFB); 2) Static (S); 3) Reconstruction (R); 4) Construction (C); and 5) Disorientation (D). The results of the research with VCCLab showed that level 1) scientific conception from the beginning (SCFB) is around 11.1%; 2) Static (S) is around 5.55%; 3) Reconstruction (R) is around 66,7%; 4) Construction (K) is around 16,7% and Disorientation (D) is 0%. In line with the results obtained, it is known that VCCLab can remediate missconception and reach the degree of calculated change in students’ construction and reconstruction.
Keywords
Full Text:
PDFReferences
Ajredini, F., Izairi, N., & Zajkov, O. (2014). Real experiments versus phet simulations for better high-school students’ understanding of electrostatic charging. European Journal Of Physics Education, 5(1), 59. https://doi.org/10.20308/ejpe.38416
Akpan, V. A., State, O., & Ekong, S. A. (2016). The development of an interactive virtual laboratory simulation software : a case study of basic physics experiments the development of an interactive virtual laboratory simulation software : a case study of basic physics experiments. Computer Engineering and Intelligent Systems, 7(1), 1–15.
Başer, M. (2006). Fostering conceptual change by cognitive conflict based instruction on students’ understanding of heat and temperature concepts. In Eurasia Journal of Mathematics, Science and Technology Education, 2(2). www.ejmste.com
Basori, H., Suhandi, A., Kaniawati, I., & Rusdiana, D. (2020). Concept progression of high school students related to the concept of parallel electric circuits as the effect of applying CCROI integrated with T-ZPD strategy. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022009
Corkett, J., & Benevides, T. (2015). Pre-service teachers’ perceptions of technology and multiliteracy within the inclusive classroom. International Journal of Psychology and Educational Studies, 2(2), 35–46. https://doi.org/10.17220/ijpes.2015.02.004
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016
Gurel, D. K., Eryilmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989–1008. https://doi.org/10.12973/eurasia.2015.1369a
Haryono, H. E., Aini, K. N., Samsudin, A., Siahaan, P. (2020). The Implementation of Cognitive Conflict Learning Strategy in Efforts to Reduce Heat Misconception in Junior High School Students. Jurnal Pendidikan Fisika. 8(3), 319–327. https://doi.org/10.26618/jpf.v8i3.3950
Hermita, N., Suhandi, A., Syaodih, E., Samsudin, A., Marhadi, H., Sapriadil, S., Zaenudin, Z., Rochman, C., Mansur, M., & Wibowo, F. C. (2018). Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012060
Hermita, N, Suhandi, A., Syaodih, E., & Samsudin, A. (2018). Profil learning progression mahasiswa calon guru sd terkait konsep benda netral setelah aktivitas VMMSCCText. Jurnal Pedagogika dan Dinamika Pendidikan 6(1), 10-22.
Hermita, N., Suhandi, A., Syaodih, E., & Samsudin, A. (2017). Level conceptual change mahasiswa calon guru sd terkait konsep benda netral sebagai efek implementasi VMMSCCText. WAPFI (Wahana Pendidikan Fisika), 2(2), 71–76.
Ilyas, I., Liu, A. N. A. M., & Doa, H. (2020). The influence of virtual labs on the students’ learning outcomes and scientific attitudes at physics education study program flores university. Jurnal Pendidikan Fisika, 8(1), 23–32. https://doi.org/10.26618/jpf.v8i1.2831
İnce, E., Kırbaşlar, F. G., Güneş, Z. Ö., Yaman, Y., Yolcu, Ö., & Yolcu, E. (2015). An Innovative approach in virtual laboratory education: the case of “IUVIRLAB” and relationships between communication skills with the usage of IUVIRLAB. Procedia - Social and Behavioral Sciences, 195, 1768–1777. https://doi.org/10.1016/j.sbspro.2015.06.377
Juškaite, L. (2019). The Impact of the Virtual Laboratory on the Physics Learning Process society integration education. Proceedings of the International Scientific Conference, 5(July), 159. https://doi.org/10.17770/sie2019vol5.3804
Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Environmental and Science Education, 5(4), 383–405.
Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. SAGE Open, 5(3). https://doi.org/10.1177/2158244015594662
Ozkan, G., & Selcuk, G. S. (2015). Effect of Technology Enhanced Conceptual Change Texts on Students’ Understanding of Buoyant Force. Universal Journal of Educational Research, 3(12), 981–988. https://doi.org/10.13189/ujer.2015.031205
Perkins, K., Adams, W., Dubson, M., Finkelstein, N, D., Reid, S., Wieman, C. E., LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. https://doi.org/https://doi.org/10.1142/6331
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change*.
Pratiwi, E., Nusantara, T., Susiswo, S., Muksar, M., & Subanji, S. (2019). Characteristics of students’ cognitive conflict in solving a problem based on information processing theory. International Journal of Learning, Teaching and Educational Research, 18(2), 76–88. https://doi.org/10.26803/ijlter.18.2.6
Putri, K. (2020). The development of virtual conceptual change laboratory (VCCLab) for conception reconstruction through lab virtual activity. Proceeding Icmsce.
Suhandi, A., Surtiana, Y., Husnah, I., Setiawan, W., Siahaan, P., Samsudin, A., & Costu, B. (2020). Fostering high school students’ misconception about boiling concept using conceptual change laboratory (cCLAb) activity. Universal Journal of Educational Research, 8(6), 2211–2217. https://doi.org/10.13189/ujer.2020.080603
Surtiana, Y., Suhandi, A., Samsudin, A., Siahaan, P., & Setiawan, W. (2020). The preliminary study of the application of the conceptual change laboratory (CC-Lab) for overcoming high school students misconception related to the concept of floating, drifting and sinking. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022018
Surtiana, Y., Suhandi, A., Putri, K. L., Setiawan, W., Siahaan, P., Samsudin, A., & Costu, B. (2020). Reconstruction High School Student’s Conception about Parallel Electrical Circuit Concept Using Virtual Conceptual Change Laboratory (VCCLab). Universal Journal of Educational Research, 8(12B), 8169–8177. https://doi.org/10.13189/ujer.2020.082620
Syuhendri. (2016). Developing of conceptual change texts ( CCTS ) based on conceotual change model to increase srudents ’ conceotual understanding and remediate misconceptions in kinematics. Proceedings Sriwijaya University Learning and Education Internasional Conference, 2(1). 1187-1200.
DOI: https://doi.org/10.26618/jpf.v9i2.5027
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Fisika
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.