Remediation of Misconceptions Vocational High School Students on the Concept of Static Fluids using the Conceptual Change Model

Abstract

Many Vocational High School students have misconceptions, particularly about the concept of static fluid. Many factors contribute to students' misconceptions, one of which is that the teaching strategy used is still teacher-centered. To address these issues, researchers attempted to apply Conceptual Change Model (CCM) learning to the static fluid concept. The research method used is pre-experiment with a Group Pretest-Posttest design. A pre-experimental study was conducted on one group of students (the experimental group) without a comparison group (the control group). The subjects of this study were 30 Vocational High School students in Bandung City. Identification of misconceptions using the Three-Tier Test (3T) technique. A formula adapted from the normalized gain calculation was used to calculate the decrease in the number of students with misconceptions. The 3T identification results showed a decrease in the number of students who have misconceptions about each static fluid concept with an average score of 0.79. It decreases the number of students who have misconceptions that are included in the high category. Applying the CCM learning to Vocational High School students can reduce the number of students who have misconceptions about the concept of static fluid. Misconceptions were decreased because CCM learning involved changing existing conceptions and discovering new concepts that could be understood and made sense. This demonstrates that CCM learning can be a viable alternative for remediating misconceptions.