Reconstruction High School Student's Conception about Parallel Electrical Circuit Concept Using Virtual Conceptual Change Laboratory (VCCLab)

Yunina Surtiana,Parsaoran Siahaan,Wawan Setiawan,Andi Suhandi,Achmad Samsudin,K L Putri ,Bayram Çoştu

doi:10.13189/ujer.2020.082620

Abstract

In this research, the study of the effectiveness of virtual conceptual change laboratory (VCCLab) on reconstruction high school students' conception about parallel electrical circuit concept has been done. Misconception about parallel electrical circuit concept which was addressed in this study is the addition of identical branches to a parallel circuit will change the amount of electric current flowing in each existing branch circuit because the potential difference and resistance value in these parallel branches do not change. The VCCLab used in this research was the five-stage of lab activities oriented towards conceptual change developed by researchers. To support VCCLab activities, student worksheets and the necessary laboratory equipment have been developed. A pre-experiment method with one group pretest-posttest design was used. The research subjects were 36 high school students consisting of 18 female students and 18 male students chosen by purposive sampling. Data were collected by conceptual test in the four-tier test format concerning parallel electrical circuit concept, which has previously been validated and tested for its reliability. The results of this study show that the number of male students, whose misconceptions can be remediated is 83,3%, while the number of female students, whose misconceptions 88,9%. These results indicate that: first, the use of VCCLab has a high effectiveness in remediating high school students' misconceptions about the concept of parallel electrical circuit; second, there is no gender bias from the use of VCCLab in the process of remediating physics misconceptions.

Highlights

One Ownership of conceptions that are not in accordance with scientific conceptions among students is often found in physics courses at the high school level
With the pattern of conceptual changes achieved by students, the effectiveness of implementation of Virtual Conceptual Change Laboratory (VCCLab) model remediating the misconceptions of high school students can be determined
Based on research data on the implementation of the VCCLab model in remedial teaching related to the concept of parallel electrical circuits, it can be concluded that the implementation of the VCCLab model in remedial teaching about parallel electrical circuit concept has a high effectiveness on reconstruction high school students’ conception

Summary

Introduction

One Ownership of conceptions that are not in accordance with scientific conceptions among students is often found in physics courses at the high school level. The conception which is not in accordance with scientific conception is known as a misconception. Many things can be a source of causes for the emergence of misconceptions, including pre-conceptions, experiences in daily life, language, culture, teachers, textbooks, and learning [5]. One source of the causes of misconceptions among students is learning done by teachers in the classroom. The researchers found various misconceptions in physics because the learning process organized by the teacher did not support the process of constructing scientific conceptions in the minds of students. School-Made misconceptions can be identified after the physics learning process is carried out

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Conclusion