Last modified: 2018-07-07
Abstract
ABSTRACT
Misconceptions may take the form of an initial concept, inaccurate notions of concepts, the use of false concepts, the classification of false examples of the application of concepts, and the interpretation of different concepts. Suparno stated that misconceptions exist in all areas of science, such as physics, chemistry, dan biology [1]. Misconceptions in physics include sub areas such as mechanics, thermodynamics, optics, sounds, waves, electricity and magnetism, as well as modern physics. The material of the wave is one of the materials of physics that allows students to experience misconception. The Elfani study concluded that students had misconceptions on mechanical wave material [2]. To tackle misconceptions on students, appropriate learning methods are needed in order to create students' cognitive conflicts. Interactive demonstration becomes one of the solutions to handle student misconception on the subject of physics. West and Ogden stated that interactive demonstration was developed to help students in better learning to make it easier to understand some of the difficult concepts they face [3]. Learning by way of traditional lectures combined with interactive demonstration learning is more effective than learning using traditional lectures [4]. So, the aims of this study is to apply interactive demonstration learning to reduce students misconceptions on mechanical wave material and to describe the students’ misconceptions reduction profile on that learning.
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Interactive demonstration learning apply in physics learning on one class students of 16th Surabaya State Senior High School. This learning had been doing on 11-15 April 2015. Students were given pretest to diagnose student misconceptions using a three-tier diagnostic test instrument. Furthermore, students are given mechanical wave materials using interactive demonstration learning. Then students are given a posttest to determine the conception or misconception experienced by students after learning to use interactive demonstration.
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Students learn physics using interactive demonstration with three phase, there are: (1) Predict, (2) Experience, and (3) Reflect. Based on the results of students pretest and posttest, we got the percentage of students conception for each item test (see Table 1).While the students answer analyzed to describe the cause of students misconception. There some cause of students misconception, there are: (1) preconception, (2) associative thinking, (3) humanistic thinking, (4) reasoning, and (5) intuition [1]. Beside that, the data of that test tested statistic using paired t test to know the significant difference between misconception before and after learning using interactive demonstration. The result of the statistic test showed that interactive demonstration can reduce the students misconception on mechanical wave material.
Table 1. The percentage of students conception for each item test
Number of Item Test
Percentage (%)
UC
LUC
NUC
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M
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G
Pre
Post
Pre
Post
Pre
Post
Pre
Post
Pre
Post
1.
0.00
70.00
11.80
8.82
44.11
8.82
20.59
5.88
23.50
5.88
2.
20.60
73.53
2.94
5.88
47.10
2.94
11.76
2.94
17.60
14.71
3.
47.06
70.60
0.00
2.94
14.71
2.94
32.35
11.76
5.88
11.76
4.
52.95
91.18
2.94
2.94
11.76
0.00
29.41
5.88
2.94
0.00
5.
23.53
47.06
2.94
5.88
11.76
17.65
44.17
11.76
17.60
17.65
6.
11.76
94.12
0.00
0.00
20.59
2.94
67.65
0.00
0.00
2.94
7.
2.94
50.00
0.00
2.94
23.53
20.59
61.76
23.53
11.80
2.94
8.
17.64
26.47
0.00
0.00
47.05
23.53
32.35
41.18
2.94
8.82
9.
8.82
41.18
0.00
2.94
35.29
14.71
52.94
29.42
2.94
11.76
10.
8.82
11.76
0.00
0.00
41.18
35.29
50.00
44.12
0.00
8.82
average
19.41
58.25
2.06
2.94
29.70
41.18
40.30
17.94
8.53
8.23
Information: Pre (pretest), Post (posttest), UC (Understanding the Concept), LUC (Less Understanding the Concept), NUC (Do Not Understanding the Concept), M (Misconception), G (Guessing)
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The conclusion of this study is students misconception on mechanical wave material can reduced using interactive demonstration learnin eventhough one item test show the enhancement of students misconception. It is advisable to further researchers when selecting demonstration media in interactive demonstration learning to conduct live demonstrations, not only with video or simulation
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Keywords: interactive demonstration, mechanical wave, misconception reduction.
Acknowledgment: The authors would like to thanks for the physics teachers and students of 16th Surabaya State Senior High School so we can study this topic.