The application of real experiments video analysis in the CCBL model to remediate the misconceptions about motion’s concept

Abstract

Many studies have revealed that the concepts of motion are common misconceptions, either by students and teachers. In general, misconception occurs because prior knowledge obtained by the students when interacting with nature before they enter school institutions. Misconceptions tend to be resistant until they are graduate if not done remediation. This article analyzes student misconceptions about the motions and efforts to remediate it using cognitive conflict-based learning (CCBL) model through the application of real experimental video analysis. The research method used is survey research, experiment research, reviewing literature through searching national and international journals and presenting the results of the workshop on real experiment video analysis. The results of this study explain that misconception occurs in the concept of motion, both straight, circular and parabolic motion. Students can not relate between the concepts of motion with the equation that explains the concept. This study also explains the potential of the CCBL model through 4 syntax in enhancing concept understanding and remediating the misconceptions about motion through the application of real experimental video analysis. The role of the real experiments video analysis is needed in the third syntax of the CCBL model, namely the discovery of concepts and equations. Real experimental video analysis is required to remediate the student misconceptions about motion through Tracker program. The real experiment provides a real experience for students to conduct trials like a scientist. Students build the concept of motion and relate it to the equation. Real experimental video analysis in the implementation of the CCBL model has the potential to improve understanding of concepts and remediate student misconceptions about the concept of motion.