Conceptual progression of student K-10 related to the concept of acceleration of free-falling objects as an effect E-CDCCText Isnaini Agus Setiono (a*), Andi Suhandi (b), Winny Liliawati (b)
a) Program Studi S2 Pendidikan Fisika, Universitas Pendidikan Indonesia
Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
*isnainiagussetiono[at]upi.edu
b) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia
Jl. Dr.Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
The purpose of this study was to obtain the impact of using Electronic Conceptual Development Conceptual Change Text (E-CDCCText) related to the concept of acceleration of free-falling objects on students K-10. E-CDCCText consists of seven parts. The third part is conceptual development text. The fourth, fifth, and sixth parts are conceptual change text added with cognitive conflict and scientific explanation. The method used in this research is pre-experiment with one group three test design. Research subjects were 32 students K-10 consisting of 20 female and 12 male students in Yogyakarta. The research subjects were selected by random sampling techniques for the class. Data is collected based on parallel conception tests in the four-tier test format related to the concept of acceleration of free-falling objects. These results indicate that E-CDCCText has high effectiveness in remediating misconceptions. In general, the use of E-CDCCText has been effective in facilitating conceptual progression of students in the type of well progression (75%). The use of E-CDCCText does not cause gender bias between female and male students. E-CDCCText has been effective in facilitating conceptual progression of female students in the type of well progression (75%). Futhermore, male students have conceptual progression in the type of well progression (75%) after E-CDCCText activity.
Keywords: Conceptual progression- Acceleration of free-falling object- E-CDCCText
