The preliminary study of the application of the conceptual change laboratory (CC-Lab) for overcoming high school students misconception related to the concept of floating, drifting and sinking

Abstract

This preliminary study was conducted to get an overview of the effects of applying the CC-Lab model to conceptual changes of high school students related to the concept of floating, drifting and sinking. The CC-Lab consists of four main activity stages of Lab, namely: 1) the stage of identifying student preconceptions, 2) the stage of conception confronting Lab, 3) the stage of conceptual Lab, and 4) the Stage of identifying the final conception of the student. A pre-experiment method with one group pretest-posttest design was used in this research. There are 37 students consisting of 22 female students and 15 male students, in one of the high schools in the West Bandung district of West Java province. Lab activities are carried out cooperatively in small groups. The instrument used to collect data is a conception test in the four tier test format related to the concept of floating, drifting and sinking. The results showed that before the application of the CC-Lab, the number of students in each conception category were: scientific conception (10%), misconception (62%), and no conception (28%), while after the activity of CC-Lab, the number of students in each category of conception became: scientific conception (82%), misconception (12%), and no conception (6%). These results indicate that the implementation of the CC-Lab model has a high effectiveness in remediating the misconceptions that occur among high school students regarding the concept of floating, drifting and sinking.