SHS Web Conf.
Volume 42, 2018Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2017)
|Number of page(s)||8|
|Published online||29 January 2018|
The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics
Physics Education Department of Universitas Pendidikan Ganesha, Bali, Indonesia
2 Biology Education Department of Universitas Pendidikan Ganesha, Bali, Indonesia
3 Educational Technology Department of Universitas Pendidikan Ganesha, Bali, Indonesia
* Corresponding author: firstname.lastname@example.org
Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.
Key words: conceptual change model / direct instruction / understanding / character
© The Authors, published by EDP Sciences, 2018
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).
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