Validation of Physics student’s worksheet based on cognitive conflict strategy to minimize student’s misconception

Abstract

Misconception is one of the problems that found in physics teaching. This can cause difficulties in the process of learning the concept. Student’s worksheet is one of teaching materials that can make student active in finding learning concept through practicum activity. One of learning strategies which can help students in constructing their own knowledge is cognitive conflict strategy, later on is expected could minimize student’s misconception. Student’s worksheet cognitive conflict strategy based is categorized as good when it has good quality. Valid is one of the criteria to assess student’s worksheet quality. Valid or not, an student’s worksheet is assess by an expert of a professional. The purpose of this research is to know the validity of physics student’s worksheet cognitive conflict base to minimize student’s misconception. This kind of research is research development, with using Plomp development model. Research instrument that is used is validation sheet in form of assessment sheet. The data analysis that is used is descriptive analysis. The result of the research shows that physics student’s worksheet with cognitive conflict strategy based to minimize student’s misconception have average scores 0.91 with valid criteria.