How Effective is Text Based Analogy in Promoting Conceptual Change? R Hesti (a*), J Maknun (b), S Feranie (c)
a) Departemen Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
* rezahesti[at]student.upi.edu
b) Departemen Arsitektur, Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
c) Departemen Pendidikan Fisika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Some researchers have found that misconception become main cause that makes students failed when learning complicated physics concept such as electrical circuits. To provide teaching physics effectively, the misconception should be resolved and change the students conception. One way to change students conception is by using instructional texts such as Conceptual Change Text (CCT) and Text Based Analogy (TBA). The difference that exists in TBA when compared to CCT is in the scientific explanation section, there are stages of the analogy approach in it. This study aims to find out which instructional text is more effective in changing student conceptions. The samples of this research were 48 of junior high school students taken purposively from one high school in South Jakarta. The method used in this research is true experimental and pretest posttest control group design. This electrical circuit misconception of the samples have been identified by using the Diagnostic Test of Simple Electricity Circuit. The results showed that TBA was more significant in changing students conception if its compared with CCT and so that TBA is strongly recommended to use in changing students conception.
