The Effectiveness of Collaborative E-Learning Model in Reducing High School Students' Misconceptions on Heat:

Heny Ekawati Haryono; Nurul Hidayah  Al Mubarokah; Suci Prihatiningtyas; Moh Zayyadi; Ida Kaniawati; Iib Marzuqi

doi:10.21070/sej.v8i2.1657

(1) * Heny Ekawati Haryono Universitas Islam Darul 'Ulum Lamongan
Indonesia
(2) Nurul Hidayah Al Mubarokah Institut Teknologi dan Sains Nahdlatul Ulama Pasuruan
Indonesia
(3) Suci Prihatiningtyas Universitas KH. A. Wahab Hasbullah
Indonesia
(4) Moh Zayyadi Universitas Madura
Indonesia
(5) Ida Kaniawati Universitas Pendidikan Indonesia
Indonesia
(6) Iib Marzuqi Universitas Islam Darul 'Ulum Lamongan
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/sej.v8i2.1657

Abstract

This study aimed to determine the reduction in high school students' misconceptions on heat after applying a collaborative e-learning-based learning model. The research design is an experimental study using a one-group pre-test and post-test design. The data collection technique is quantitative, conducted through written tests (pre-test and post-test) given to both classes. The written test is accompanied by a confidence scale (0-5). If a student's answer (S) and confidence scale are high, then the student is classified as experiencing a misconception. The pre-test serves as the initial identification of student misconceptions, while the post-test serves as the final identification of student misconceptions. Then the data is represented in a bar diagram. After obtaining quantitative data, it is then analyzed descriptively. The research findings shows that the reduction in misconceptions for Class A was 12.50%, and was 13.33% for Class B. The existence of students identified as having resistant misconceptions contributes to an average percentage of misunderstanding reduction below 50%. However, implementing the collaborative e-learning-based learning model has shown to be effective in reducing misconceptions. The resistant misconceptions occurred due to the students' learning styles or the time required for students to construct concepts taking a considerable amount of time.

References

Afifah, Tomo, D., & Diah, M. (2018). Penerapan Model Arias (Assurance, Relevance, Interest, Assessment, Satisfaction) untuk Meningkatkan Minat. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(11).

Alasadi, E. A., & Baiz, C. R. (2024). Multimodal Generative Artificial Intelligence Tackles Visual Problems in Chemistry. Journal of Chemical Education, 101(7), 2716–2729.

Als Mustofa, H., Sandanadas, E., Mohtar, L. E., & Faresta, R. A. (2024). Identifying Student Prior-Knowledge and Conceptual Changes Profile on Newton Law Using by using POE (Predict, Observe, and Explain) as Probing Understanding Strategy. Journal of Science and Mathematics Letters, 12(1), 80–91.

https://doi.org/10.37134/jsml.vol12.1.10.2024.

Arikunto, S. (2016). Prosedur penelitian : suatu pendekatan praktek/suharni arikunto. In Rineka Cipta.

Aryungga, S. D. E. (2014). Identifikasi Gaya Belajar Siswa yang Mengalami Miskonsepsi Resisten pada Konsep Kimia. Unesa Journal Of Chemical Education, 3(September), 127–134.

Brundage, M. J., Meltzer, D. E., & Singh, C. (2024). Investigating Introductory and Advanced Students’ Difficulties with Entropy and the Second Law Of Thermodynamics using A Validated Instrument. Physical Review Physics Education Research, 20(2), 20110.

Dewi, M. R., Mudakir, I., & Murdiyah, S. (2016). Pengaruh Model Pembelajaran Kolaboratif berbasis Lesson Study terhadap Kemampuan Berpikir Kritis Siswa. Jurnal Edukasi, 3(2), 29. https://doi.org/10.19184/jukasi.v3i2.3526.

Ekawati Haryono, H., Nurul Aini, K., Samsudin, A., & Siahaan, P. (2020). Jurnal Pendidikan Fisika the Implementation of Cognitive Conflict Learning Strategy in Efforts to Reduce Heat Misconception in Junior High School Students. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 229(1), 4. https://doi.org/10.26618/jpf.v8i3.3950.

Euwe van den Berg. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas Kristen Satya Wacana (UKSW).

Fahrunissa, P., Buhungo, T. J., & Pikoli, M. (2023). The Analysis of Misconceptions in Simple Airplane Material for 8th Grade Students in SMP Muhammadiyah 3 Gorontalo. SEJ (Science Education Journal), 7(2), 111–122. https://doi.org/10.21070/sej.v7i2.1649.

Haryono, H. E., & Aini, K. N. (2021). Diagnosis Misconceptions of Junior High School in Lamongan on the Heat Concept using the Three-Tier Test. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012002

Haryono, H. E., Aini, K. N., Samsudin, A., & Siahaan, P. (2023). Using a Three-Level Diagnostic Test Instrument to Detect Student Misconception: A Case of the Concept of Heat. AIP Conference Proceedings, 2614(June). https://doi.org/10.1063/5.0126125.

Haryono, H. E., Zayyadi, M., Marzuqi, I., & Kaniawati, I. (2024). The Effectiveness of Collaborative E-Learning-Based Learning in Reducing Student Misconceptions on Heat in East Java High Schools During Merdeka Belajar. Jurnal Penelitian Pendidikan IPA, 10(8), 4543–4550. https://doi.org/10.29303/jppipa.v10i8.8179.

Husnussaadah. (2021). Strategi Pembelajaran E-learning di Era Digitalisasi. Iqra: Jurnal Magister Pendidikan Islam, 1, 10–16. https://doi.org/10.26618/iqra.

Lutfiah, I., Suharti, P., & Asy’ari, A. (2021). Improving Students’ Creative Thinking Skills through the IBSC (Investigation Based Scientific Collaborative) Learning Model Based on E-Learning. SEJ (Science Education Journal), 5(2), 85–97. https://doi.org/10.21070/sej.v5i2.1572.

Maryam, S., Arif, K., Putri, A. N., Oktavia, R., & Angraini, D. (2024). Analysis Misconceptions Middle School Students in Padang Barat on Temperature, Heat and Expansion Material Use Instrument Four Tier Test. Jurnal Penelitian Pendidikan IPA, 10(10), 8227–8237.

Menz, C., Spinath, B., Hendriks, F., & Seifried, E. (2024). Reducing Educational Psychological Misconceptions: How Effective are Standard Lectures, Refutation Lectures, and Instruction in Information Evaluation Strategies? Scholarship of Teaching and Learning in Psychology, 10(1), 56.

Mochsif, N. D. A., Parno, P., & Yuliati, L. (2024). The Effect of the ADI Model with STEM Approach and Formative Assessment (ADI-STEM-FA) for Increasing Students’ Concept Acquisition on Heat Material. AIP Conference Proceedings, 3106(1).

Mohammadzadeh, M., Anisi, A., & Sheikholeslami, M. (2024). Multi-Objective Optimization and Thermodynamic Assessment of a Solar Unit With a Novel Tube Shape Equipped with a Helical Tape. Applied Thermal Engineering, 254, 123851.

Nurjanah, W. L., Sari, I. M., & Saepuzaman, D. (2024). Identification of Mental Model and Prediction of Class XII High School Students on the Topic of Convection Heat Transfer. Momentum: Physics Education Journal, 8(2), 281–292.

Nursyamsi, Sujiono, E. hadi, & Yani, A. (2018). Identifikasi Miskonsepsi Materi Fisika Suhu dan Kalor Menggunakan CRI (Certainty of Response Index) pada Peserta Didik Kelas XI MIA SMA Negeri 8 Bulukumba. Jurnal Sains dan Pendidikan Fisika.

Oesterdiekhoff, G. W. (2024). Piagetian Theory and the Psychogenetic Development of Humankind Throughout History. Towards a General Theory of the Human Being. Integrative Psychological and Behavioral Science, 1–37.

Pacaci, C., Ustun, U., & Ozdemir, O. F. (2024). Effectiveness of Conceptual Change Strategies in Science Education: A Meta‐Analysis. Journal of Research in Science Teaching, 61(6), 1263–1325.

Saleem, H. (1999). Misconseptions and the Certainty of Response Index (CRI).

Santoso. (2013). Pengaruh Model Pembelajaran Kolaboratif dan Motivasi Belajar terhadap Peningkatan Hasil Belajar Fisika Siswa Kelas X SMA Negeri 1 Purwantoro Wonogiri, Jawa Tengah. Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya, 5(1), 15–19.

Setiawan, A. (2015). Penerapan Belajar Kelompok untuk Meningkatkan Minat dan Prestasi Belajar Mata Pelajaran Bahasa Indonesia Siswa Kelas III SD Negeri Kepek, Pengasih, Kulon Progo Tahun Pelajaran 2014/ 2015. Ekp.

Shofiyah, N. (2017). Penerapan Model Pembelajaran Modified Free Inquiry untuk Mereduksi Miskonsepsi Mahasiswa pada Materi Fluida. SEJ (Science Education Journal), 1(1), 19–28. https://doi.org/10.21070/sej.v1i1.836.

Souisa, C. A., Batlolona, J. R., & Malawau, S. (2024). Student Misconceptions about Heat Transfer Mechanisms: An Island Ethnophysics Study. KnE Social Sciences, 162–179.

Sri, R. C. (2010). Pemanfaatan E-Learning dalam Pembelajaran. Jurnal Cakrawala Kependidikan, 8(2), 101–203.

Stefanou, M. (2024). Primary Preservice Teachers’ Misconceptions and Reasoning of Thermal Concepts in Everyday Contexts. International Journal of Learning in Higher Education, 31(1), 127–157. https://doi.org/10.18848/2327-7955/CGP/v31i01/127-157.

Suparno, P. (2005). Miskonsepsi & Perubahan Konsep dalam Pendidikan Fisika (Grasindo).

Uke, I., Ebenezer, J., & Kaya, O. N. (2024). Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo. Research in Science Education, 1–31.

Vančugovienė, V., Södervik, I., Lehtinen, E., & McMullen, J. (2024). Individual Differences in Secondary School Students’ Conceptual Knowledge: Latent Profile Analysis of Biology Concepts. Learning and Individual Differences, 111, 102436.

Vinsensia Ade Sugiawati. (2013). Penggunaan Strategi Konflik Kognitif dalam Pembelajaran TPS untuk Mereduksi Miskonsepsi Siswa pada Materi Termokimia. Jurnal Nalar Pendidikan, 1(1), 26.

Wu, Y.-F., Wu, Y.-H., Wang, Q., Fan, L.-W., Yu, Z.-T., Li, X.-D., & Song, X. (2024). Study on the Effective Thermal Conductivity of Typical Light Petroleum Hydrocarbons-Contaminated Soil at Low Temperatures. International Journal of Heat and Mass Transfer, 236, 126293.

Yang, J., Liang, Y., Zhong, Z., Dharmasastha, K., Xie, Y., & Niu, J.-L. (2024). Thermal Comfort Investigation of Membrane-Assisted Radiant Cooling in Outdoor Settings. Sustainable Cities and Society, 113, 105634.

Zahid, L. (2024). The Impact of Peer Feedback on Enhancing Writing Skills of ESL Learners: Teachers’ and Students’ Experiences in the Context of Vygotsky’s Sociocultural Theory. Brac University.

Zayyinah, Z. (2022). Aplikasi Bridging Analogy: Upaya Reduksi Miskonsepsi Siswa pada Konsep Suhu dan Kalor. Natural Science Education Research (NSER), 5(1), 57–69.

Zulfira, R., Halim, A., Khaldun, I., Mahzum, E., Nazar, M., & Kasli, E. (2024). The Effect of Interactive Learning Media using Visual Basic for Application Excel Spreadsheet to Reduce Misconception in Physics Learning. Jurnal Penelitian Pendidikan IPA, 10(1), 28–36.

The Effectiveness of Collaborative E-Learning Model in Reducing High School Students' Misconceptions on Heat

Efektivitas Penggunaan Model Pembelajaran Kolaboratif Berbasis E-Learning Dalam Mereduksi Miskonsepsi Kalor Pada Siswa SMA

Abstract

References