Improving conceptual understanding on temperature and heat through modeling instruction

Abstract

Abstract Although conceptual understanding is one of the goals of learning physics and influencing other thinking skills, many students have difficulty in understanding physics concepts. This study aims to determine the increase of students’ conceptual understanding through Modeling Instruction in Temperature and Heat. The subjects of this study were 63 students of SMAN 5 Jambi in class XI-science. The research design uses one group pretest-posttest design that is analyzed quantitatively. Data obtained from the pretest and posttest values which are then presented in the form of percentages and statistics. Quantitative data were analyzed by determining descriptive statistics, paired sample t tests, then continued the N-gain test and effect size. The qualitative data analysis is done by reducing data, presenting data, and drawing conclusions. The results showed that there was an increase of 0.397 (medium) in the posttest value. The influence of modeling instruction on increasing students’ concept mastery is seen from the d-effect size of 4.814 (high). The results of this study suggest that teachers should teach with Modeling Instruction on the topic of Temperature and Heat. On the other hand, based on the results of the interview, students still have difficulty in understanding fundamental concepts and understanding concepts in various representations.