Effect of physics module based on activity and conceptual change text on students’ conception of static electricity

Abstract

The objective of this study is to investigate the effect of physics module based on activity and conceptual change text on students’ conception of static electricity. This study is a pre-experimental involved sixty 12-grade public senior high school students. The data on students’ conception were collected by Three Tier Static Electricity which has a reliability index of 0.61. The students’ conceptions were categorized into scientific knowledge, misconception, lack of knowledge, and error. The effectiveness of the module was measured from the significant difference in the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error. The difference in mean was analyzed by t-test. The results showed that there is a significant difference between the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error between pre-test and post-test. The physics module based on activity and conceptual change text is effective to improve the level of students’ scientific knowledge and reduce the level of students’ misconception, lack of knowledge, and error.