Overcoming students’ misconceptions about simple harmonic oscillation through interactive conceptual instruction (ICI) with computer simulation

Abstract

Abstract Physics is a part of science that contains many concepts. To understand a physics concept student often experience misconceptions, including on simple harmonic oscillation subject. One way to overcome students’ misconceptions is to conduct teaching instruction that can facilitate students to promote their conceptual understanding. Interactive Conceptual Instruction (ICI) was developed to promote conceptual understanding. The data were obtained through 60 10th grade student that selected by simple random sampling. They were divided into two group which is 30 students in the experimental group taught ICI with computer simulation and 30 students in the control group followed traditional classroom instruction. The instruments utilized to determine students’ misconceptions were pre-test and post-test in the form 20 items four-tier diagnostic test related to simple harmonic oscillation. The results show that the value of effect size is in the “large effect” category. It can be concluded that the implementation of ICI with computer simulation effective in overcoming student’s misconception on simple harmonic oscillation subject.