Authors:
Kun Hisnan Hajron
1
;
Ali Mustadi
1
and
Eka Lutfiyatun
2
Affiliations:
1
Universitas Negeri Yogyakarta, Indonesia
;
2
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Keyword(s):
Misconception, Scientific Literacy, Conceptual Change Model.
Abstract:
The purpose of this article is to present how to reduce the pre-service primary school teachers’ misconceptions of scientific literacy through the implementation of Conceptual Change Model (CCM) in Universitas PGRI Yogyakarta (UPY). This study was a classroom action research that implemented Kemmis & Mc.Taggart’s research design. The subjects of this study were 29 pre-service primary school teachers whereas the objects of this study were misconceptions regarding scientific literacy. The data are collected through tests and observations, then analysed by using descriptive and quantitative analysis. The results obtained from this study consisted of two indicators: the ability to understand the concepts and the ability to communicate the scientific rules in which both indicators were respectively measured through tests and observations. In the mapping tests of misconceptions of scientific literacy, the percentage of students’ score was 67%. After CCM had been implemented in cycle I, the
percentage of student score increased to 69%. After reflecting and improving the teaching intervention in cycle I, the presentation score in the cycle II was increased to 74%. The aforementioned results indicated the decrease of students’ misconceptions rate from 34% to 31% and to 26% lastly. The results obtained at this stage were classified into four categories: poor, fair, good, and excellent. In the early stages, there were 7 students counted into poor category, 20 students were in fair category, and 2 students were in good category. After the cycle II, there were 5 students in poor category, 15 students were in fair category, and 4 students were in good category. After the cycle II had been accomplished, there was a significant increase where no students who fell into poor category, 19 students were in fair category, and 7 students were in good category, and 3 students were in excellent category. Expected after the model applied, the learning process in Indonesia is able to minimize misconception.
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