Abstract
The purpose of this research is to see what physics misconceptions students have regarding heat material. This study employs a three-tier diagnostic exam designed to identify students' physics misunderstandings. 150 grade VII students from five Lamongan district state junior high schools were included in the study. Creating a closed-ended the students' responses to the cognitive conflict instruction are used to create a three-tier instrument (CCI). The findings of the research revealed that the CCI is a viable and reliable tool for detecting misunderstandings. The findings of the detection of misconceptions in participants revealed that 45 % of pupils met the mastery criteria, 35 % met the misconception criteria, and 10% met the guessing requirement.
 Keywords: Misconception, heat material, three-tier test
Highlights
One of the most relevant learning approaches is the cooperative learning paradigm of the team games tournament (TGT)
TGT is a cooperative learning approach that involves students competing as team representatives against other team members with equal academic accomplishment through academic tournaments, quizzes, and a progress score system (Haryono, Selirowangi & Aini, 2018)
The results indicated that the category of erroneous student intuition was the most prevalent source of misunderstanding, which accounted for more than half of all misconceptions across the five junior high schools in the Lamongan area
Summary
One of the most relevant learning approaches is the cooperative learning paradigm of the team games tournament (TGT). TGT is a cooperative learning approach that involves students competing as team representatives against other team members with equal academic accomplishment through academic tournaments, quizzes, and a progress score system (Haryono, Selirowangi & Aini, 2018). Using the cognitive conflict instruction, in addition to adopting a learning model, is one approach to prevent misunderstandings. The objective is for students to be able to rebuild issues with instructor assistance, as well as providing chances for students to practice discovering and solving problems in a logical, systematic, and direct manner (Aulia, Diana & Yuberti, 2018). Cognitive conflict approaches aim active involvement between learner and instructors in the learning process that contrasts between cognitive capacity and learning resources in order for learners to understand topics correctly. There is a disconnect here between what the pupil is thinking and a situation that has been intentionally created
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