Abstract
The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.
Highlights
Two-tier diagnostic test instruments on the concept of Modern Physics or MPDT were given to experts for validity testing and tested on limited samples
The trial results and the validity of the MPDT instrument it was found that 26 items were valid and four items were invalid with the results of the validity of the two-tier diagnostic test instrument obtained by rxy = 0.40 with the reliability coefficient or Alpha Cronbach = 0.703
Based on the results of these calculations, the average score of the results of validation by media experts and material experts on multi-representative e-learning learning modules can be seen in the following TABLE 2
Summary
Misconception research, especially misconception in the field of physics, has been studied since the 70s (Cronbach 1970; Champagne et al 1980; Carey 1985; Clement 1982), covering three main stages, namely (a) Development of diagnostic test instruments (Treagust 1988; Halim et al 2009b; Karunia & Rinaningsih 2013; Halim et al 2016; Halim et al 2017; Halim et al 2018a; Halim et al 2018c; Halim et al 2020a; Resta et al 2020), (b) Identification and Analysis of causes of misconception (Halim et al 2019; Saputri et al 2011; Halim et al 2020b), and (c) Remediation of misconceptions (Zukhruf et al 2016; Junike et al 2016; Putra et al 2016). Been used with various types of words by education experts, including the use of the term fighting or to combat (Martinez et al 2013; Styer 1996) and the antidote to the misconception (Styer 1996; Baxter & Amory 2004), overcoming or overcoming misconceptions used in educational research (Halim et al 2011; Tarmizi et al 2017; Zainuddin et al 2020), avoiding or to prevent and oppose or challenge misconceptions (Kose 2008; Pekmez 2010; Yang & Senocak 2013; Zainuddin et al 2020), the elimination or eradicating of misconceptions (Ammons & Eickman 2011; Mansournia 2018). They are using conceptual change models in quantum concepts (Vosniadou & Verschaffel 2004; Fardanesh 2006; Hewson et al 1998)
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