Open AccessBlended Learning Model: Can It Reduce Students’ Misconception In Physics?
Author(s) -
Guntur Cahaya Kesuma,
Rahma Diani,
Nur Hasanah,
Dwi Fujiani
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 - 10.1088/1742-6596/1467/1/012044
Subject(s) - blended learning , mathematics education , psychology , computer science , educational technology
This study was designed to determine the effect of blended learning learning model on students’ misconceptions in temperature and heat. The sample of this study comprised only 35 students from class X in one of the high schools in Pesawaran District, Lampung. The instruments used to measure students’ misconception was four-tier diagnostic test with the Certainty of Response Index (CRI). Quantitative descriptive with pre-experimental design was used as the methods. The results showed that before learning with blended learning model, students’ misconception reached 54.90%, and after tested with the blended learning model, the students’ misconception presentation dropped to 22.04%.Thus, decreasing misconception by implementing blended learning model reached 33%. From the results of the t-test, it was also known that T count >T table (9,099> 2,035) which means H 0 is rejected and H 1 is accepted. Based on this result, it can be concluded that blended learning can reduce students’ misconception in temperature and heat.