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In this research, study of the effectiveness of conceptual change laboratory (CCLab) on fostering high school students' misconception about boiling concept has been done. The two students' misconception about boiling concept which was addressed in this study are: 1) Misconception-1 (MC-1), the water will only boil if it is heated and 2) Misconception-2 (MC-2), the water that is boiling must have a high temperature close to 100℃. The CCLab used in this research was the five-stage of lab activities oriented towards conceptual change developed by researchers. To support CCLab activities, student worksheets and the necessary laboratory equipment have been developed. A pre-experiment method with one group pretest-posttest design was used. The research subjects were 40 high school students consisting of 20 female students and 20 male students chosen by purposive sampling. Data were collected by two items conceptual test in the four tier test format concerning boiling concept, which has previously been validated and tested for its reliability. The results of this study show that the number of male students, whose misconceptions can be remediated is 85% for MC-1 and 90% for MC-2, while the number of female students, whose misconceptions can be remediated is 80% for MC-1 and 90% for MC-2. These results indicate that: first, the use of CCLab has a high effectiveness in remediating high school students' misconceptions about the concept of boiling; second, there is no gender bias from the use of CCLab in the process of remediating physics misconceptions.

Fostering High School Students' Misconception about Boiling Concept Using Conceptual Change Laboratory (CCLab) Activity