Learning progression of madrasah aliyah-students in remedial teaching about interaction of an electrically charged object with a neutral object concept using CSCCText

Abstract

The objective of this study was to construct and test Computer Supported Conceptual Change Text (CSCCText) for facilitating students’ learning progression in remedial teaching about static electricity concept. The pre-experiment method was using as a research method with a one group pretest-posttest design. The study is based on 30 students in one of Madrasah Aliyah in Bandung city. Students’ conceptions and confidence levels are identified in the part-I and part-IV of CSCCText. CSCCText was designed based on students’ misconceptions by following six-phase Conceptual Change Model (CCM) synthesized by Stepans with the reliability is 0.8 (high). Students’ learning progression about the interaction of an electrically charged object with a neutral object concept was evaluated by comparing the initial conceptions of students identified in part-I of CSCCText with the final conception of students identified in part-IV of CSCCText. Data were analyzed using quantitative approach. The types of learning progression reviewed include: consistent with scientific conception type, well progression type, no progression type and degraded type. From quantitative analyses suggest that the use of CSCCText in the remedial teaching of static electrical concept were facilitated students’ learning progression. Of the total subjects, 7 % were in consistent with scientific conceptions type, 73 % were in well-progression types, 20 % were in no-progression and 0% were degraded type. This results shows that the use of CSCCText has a medium effectiveness in facilitating students’learning progression in the well-progression type.