Analyzing the Students' Conceptual Change on Kinetic Theory of Gases as a Learning Effect though Computer Simulations-Assisted Conceptual Change Model

Samsudin, Achmad and Azizah, Nurul and Sasmita, Dewi and Rasmitadila, Rasmitadila and Fatkhurrohman, Mukhammad Aji and Supriyatman, Supriyatman and Wibowo, Firmanul Catur Analyzing the Students' Conceptual Change on Kinetic Theory of Gases as a Learning Effect though Computer Simulations-Assisted Conceptual Change Model. Universal Journal of Educational Research.

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Abstract

This study is to analyze the students’ conceptual change on the kinetic theory of gases afterward learning with a computer simulation-assisted conceptual change model. CS-CCM consists of six phases; 1) commit to a position 2) expose beliefs 3) confront belief 4) accommodate the concept 5) extend the concept 6) go beyond. CS-CCM was conducted to 27 students (average age of 17 years old) who came from one of high school in Belitung. The research method was pre-experimental design with a one-group pretest-posttest design. The instrument used a four-tiers test-kinetic theory of gases (FT-KTG) consisting of 11 questions and the results of the test categorized into five categories of students’ conceptions, consisting of; sound understanding (SU), partial understanding (PU), misconception (MC), no understanding (NU), and not being encoded (UC). Students’ conceptual change is based on students’ pre-test and post-test conception profiles. There are six types of changes in students conceptions; reinterpretation (Ri), revision (Rv), construction (Co), disorientation (Di), scientific conception from the beginning (Sc), and static (St). The results show that 86% of students whose conceptual change are in the “satisfying category” and CS-CCM is effective can be used as a learning model to change students' conceptual.

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