Abstract
This study is to analyze the students’ conceptual change on the kinetic theory of gases afterward learning with a computer simulation-assisted conceptual change model. CS-CCM consists of six phases; 1) commit to a position 2) expose beliefs 3) confront belief 4) accommodate the concept 5) extend the concept 6) go beyond. CS-CCM was conducted to 27 students (average age of 17 years old) who came from one of high school in Belitung. The research method was pre-experimental design with a one-group pretest-posttest design. The instrument used a four-tiers test-kinetic theory of gases (FT-KTG) consisting of 11 questions and the results of the test categorized into five categories of students’ conceptions, consisting of; sound understanding (SU), partial understanding (PU), misconception (MC), no understanding (NU), and not being encoded (UC). Students’ conceptual change is based on students’ pre-test and post-test conception profiles. There are six types of changes in students conceptions; reinterpretation (Ri), revision (Rv), construction (Co), disorientation (Di), scientific conception from the beginning (Sc), and static (St). The results show that 86% of students whose conceptual change are in the “satisfying category” and CS-CCM is effective can be used as a learning model to change students' conceptual.
Highlights
Conceptual change is all processes that are used to correct or remove naive concepts [1]
Based on the above description, this study aims to analyze the conceptual change students on the kinetic theory of gases after learning with the computer simulation-assisted conceptual change model
Percentage of students' conceptual changes are in the reinterpretation category of 27% with the largest conception change located in item number 1 which discusses the microscopic and macroscopic properties of gases
Summary
Conceptual change is all processes that are used to correct or remove naive concepts [1]. Naive conception is divided into two, namely: the knowledge that is revised or deleted through instructions called preconceptions and knowledge that is very resistant to change remains strong when faced with instructions called misconceptions [1]. White [2] states that concepts are related to classification, understanding the meaning of a concept can be known when there are things that can be properly classified as belonging to the concept. This relates to the ability to specify different contexts. Conception is formed by the concept system [1, 2]
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