Cognitive Conflict Learning Model Assisted by PhET Simulations to Reduce Misconceptions and Improve Students’ Conceptual Understanding
DOI:
https://doi.org/10.55927/jeda.v5i2.24Keywords:
Cognitive Conflict, Phet Simulation, Misconception, Conceptual Understanding, Science Learning.Abstract
This study aims to analyze the effectiveness of a cognitive conflict-based learning model assisted by PhET simulations in reducing misconceptions and improving students’ conceptual understanding in science learning. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population of this study consisted of fifth-grade students at SD Inpres 12/79 Macanang, which has parallel classes. Class VA served as the control class, while Class VB served as the experimental class. The research instruments consisted of a diagnostic misconception test and a conceptual understanding test administered before and after the learning process. The data were analyzed using the percentage of misconception reduction, N-Gain, and a test of differences in the improvement of conceptual understanding.The results showed that students’ misconceptions in the experimental class decreased from 62.50% to 24.30%, while those in the control class decreased from 60.80% to 43.70%. The average conceptual understanding score of students in the experimental class increased from 46.25 to 81.40, with an N-Gain of 0.65, whereas the control class increased from 45.70 to 68.20, with an N-Gain of 0.41. These findings indicate that the cognitive conflict-based learning model assisted by PhET simulations is more effective than conventional instruction in reducing misconceptions and improving students’ conceptual understanding in science learning. This model can serve as an alternative science learning strategy that is interactive, meaningful, and oriented toward conceptual change.
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