Open AccessMinimizing Misconception And Improving Student’s Conceptual Learning For Motion And Force Concepts By Student Worksheet (Lks)-Based Of Cels (Combining Experiments By Laboratory Simulation)
Author(s) -
Elisa H. M. Pohan,
Fitriani Fitriani,
Aslamiyah Rambe,
Rizky Ariaji
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 - 10.1088/1742-6596/1477/4/042060
Subject(s) - worksheet , comprehension , class (philosophy) , mathematics education , test (biology) , computer science , reading comprehension , psychology , artificial intelligence , reading (process) , programming language , paleontology , political science , law , biology
The research aims to minimize misconceptions and improve students understanding of concepts. Research using a CELS-based worksheet. the study used a quasi-experimental design “non-equivalent groups pretest-posttest design”. Experimental class learning using CELS-based worksheet and control class with worksheet without CELS. The research subjects were determined by cluster random sampling technique. The study was conducted at Sipirok 2 Plus Senior High School. The data of concept comprehension ability was obtained through a conceptual understanding test about Newtons laws. Data analysis was determined based on the normalized gain score normalized by the t-test statistic. The results showed that learning by using CELS-based worksheets was more effective in improving students understanding of concept skills compared to worksheet without CELS. The percentage of N-gain concept comprehension ability for experimental class students based on each aspect is in the medium category. Whereas N-gain concept comprehension ability for control class students is in a low category.