Open AccessThe combination of interactive conceptual learning models and multimedia interactive to minimize misconceptions on the science content
Author(s) -
Dewi Hikmah Marisda,
Yusri Handayani,
Rahmawati Rahmawati
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 - 10.1088/1742-6596/1572/1/012069
Subject(s) - test (biology) , interactive learning , interactive media , mathematics education , computer science , multimedia , psychology , paleontology , biology
This research was accompanied to minimize the misconception of physical education students at the Muhammadiyah University of Makassar in Integrated Science learning through the combination of interactive conceptual learning models and interactive multimedia (IMM) Macromedia Flash. The research conducted included several stages, namely 1) identifying integrated science material that enables students to experience misconceptions, 2) designing scenarios of learning models and interactive multimedia-based learning media, 3) conducting trials, 4) implementing learning followed by data analysis. Data were analysed quantitatively and qualitatively. Qualitative data in this study are in the form of characteristics of the material selected in the identification stage. From the analysis of the misconceptions, data on misconceptions are obtained. The response of the students and the lectures to the presented learning model is then narrated. Quantitative data in this study are in the form of initial test scores and final test scores. Based on the outcomes of the material analysis in the Integrated Science course that has the potential to cause misconceptions in the impact of acid rain pollution. Form the quantitative analysis. It shows that the percentage score of misconception in the pre-test stage has a high level in each item and has decreased in the post-test stage for each item. Misconceptions analysis was carried out on each item. The largest percentage of misconceptions occurred in question number 8, the percentage of pre-test scores of 81%, after being taught to obtain a post-test score of 18,9%. It shows a decrease in the percentage of misconceptions by 62,1%. It shows that lectures by providing Macromedia Flash learning media simulations can minimize misconceptions.