The Effectiveness of ALBICI Model in Diagnosing K-11 Students’ Conceptions on Debit Concept

Abstract

The aim of this study was to knowing the effectiveness of ALBICI Model for students’ conception on a debit concept. ALBICI or Active Learning Based-Interactive Conceptual Instruction is one of more learning model which can improve understanding of the concept of students. The ALBICI model consists of four phases; 1) Conceptual focus 2) Use of the text 3) Research-based materials 4) Classroom interactions. This study used a quantitative method with pretest-posttest control group design. In this study followed by 28 students in one of senior high school in Bandung City. The effectiveness of ALBICI model was evaluated by fluid dynamic diagnostic test sub-concept debit with four tier test which number three questions. The result shows that the implementation of ALBICI Model is able to change students’ conception on the Debit concept. The enhancement of students’ conception is shown by the percentage of Understanding as 0,32%, the decreasement shown by the percentage of Partial Understanding as -0,28%, and the Un-Code category in the percentage -0,04%, and also the student that had no change of their conceptions is shown by the students that still has misconception and not understanding.