Open AccessThe implementation of problem-based learning modules to decrease misconception on Newton’s law topic
Author(s) -
Nur Sari,
Murniati Murniati,
Suhrawardi Ilyas
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1460/1/012137
Subject(s) - class (philosophy) , mathematics education , outcome (game theory) , control (management) , test (biology) , psychology , computer science , mathematics , artificial intelligence , biology , paleontology , mathematical economics
Misconception of physics learning among senior high school students caused the lack of understanding about the physics itself. The purpose of this research was to find out whether the problem-based learning modules can decrease misconception and improve students’ learning outcomes on Newton’s law. Meanwhile, the research method used in this study was quasi experiment. This research was conduct at grade ten-E as experimental group and grade ten-D as control group. Diagnostic test used as the research instrument. Students’ misconception was analyzed using CRI Three Tier. The research showed that the level of students’ misconception in experimental class having implemented the modules decreased 70%. The misconception in control class after direct instruction applied also lessened by 37%. This proves that the decrease of misconception in experimental class outnumbers than in control class. Furthermore, students’ learning outcomes after the treatment given revealed that t count > t table which are 7, 64 > 1, 68. It means that there are significant differences on students’ learning outcome average after implementing problem-based learning modules. In conclusion, the implementation of problem-based learning modules can decrease students’ misconception and improve students’ learning outcome.