Text Based Analogy in Overcoming Student Misconception on Simple Electricity Circuit Material
Open Access
- 1 September 2017
- journal article
- research article
- Published by IOP Publishing in Journal of Physics: Conference Series
- Vol. 895 (1), 012146
- https://doi.org/10.1088/1742-6596/895/1/012146
Abstract
Some researcher have found that the use of analogy in learning and teaching physics was effective enough in giving comprehension in a complicated physics concept such as electrical circuits. Meanwhile, misconception become main cause that makes students failed when learning physics. To provide teaching physics effectively, the misconception should be resolved. Using Text Based Analogy is one of the way to identifying misconceptions and it is enough to assist teachers in conveying scientific truths in order to overcome misconceptions. The purpose of the study to investigate the use of text based analogy in overcoming students misconception on simple electrical circuit material. The samples of this research were 28 of junior high school students taken purposively from one high school in South Jakarta. The method use in this research is pre-experimental and design in one shot case study. Students who are the participants of sample have been identified misconception on the electrical circuit material by using the Diagnostic Test of Simple Electricity Circuit. The results of this study found that TBA can replace the misconceptions of the concept possessed by students with scientific truths conveyed in the text in a way that is easily understood so that TBA is strongly recommended to use in other physics materials.This publication has 3 references indexed in Scilit:
- Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant ForceUniversal Journal of Educational Research, 2015
- The Oxford Handbook of Thinking and ReasoningPublished by Oxford University Press (OUP) ,2012
- Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooksJournal of Research in Science Teaching, 1992