Abstract
Students’ misconception will hinder the effectiveness of learning as well as disrupt the students’ thinking in accepting the subsequent knowledge. The use of students’ misconceptions is essential in improving students’ conception through meaningful learning. One of the learning strategies to reduce the misconception is the cognitive conflict strategy. Therefore, it is necessary to develop a lesson plan to lessen students’ misconception in learning using the cognitive conflict strategy. This study is limited to the analysis of the quality of the lesson plan on the topic of fraction by using the cognitive conflict strategy. The development method used in this research was the Plomp method focusing on the prototyping and assessment phase. The source of data for the validation test was obtained from three validators and one observer. The trial of the lesson plan was conducted for 14 Year 5 students in one of the elementary schools in Bireuen district of Aceh. Based on suggestions from the validators, the lesson plan needs to be revised. The results of the validity test showed that the lesson plan for reducing students’ misconception using the cognitive conflict strategy satisfied the valid criteria and can be tested for its practicality and effectiveness.
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