Learning progression of Madrasah Aliyah students in remedial teaching about interaction of an electrically charged object with a neutral object concept using CSCCText
Ema Mahmudiah1,a), Andi Suhandi2 and Achmad Samsudin2

1Program Studi S2 Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

2Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Abstract

The objective of this study was to construct and test Computer Supported Conceptual Change Text (CSCCText) for facilitating students learning progression in in remedial teaching about static electricity concept. The pre-experiment method was using as a research method with a one group pretest-posttest design. The study is based on 30 students in one of Madrasah Aliyah in Bandung city. Students conceptions and confidence levels are identified in the part-I and part-IV of CSCCText. CSCCText was designed based on students misconceptions by following six-phase Conceptual Change Model (CCM) synthesized by Stepans with reliability is 0.8. Students learning progression about the interaction of an electrically charged object with a neutral object concept was evaluated by comparing the initial conceptions of students identified in part-I of CSCCText with the final conception of students identified in part-IV of CSCCText Data were analyzed using quantitative approach. The types of learning progression reviewed include: consistent with scientific conception type, well progression type, no progression type and degraded type. From quantitative analyses suggest that the use of CSCCText in the remedial teaching of static electrical concept were facilitated students learning progression. Of the total subjects, 8.00% were in consistent with scientific conceptions type, 75.00% were in well-progression types, 17.00% were in no-progression and 0% were degraded type. If it calculated from the number of students who initially misconception and lack of knowledge, then get the number 82.00% of students are in the well-progression type. This shows that the use of CSCCText has a high effectiveness in facilitating students learning progression with the well-progression type.

Keywords: Learning progression, CSCCText, Remedial teaching

Topic: 3. Physics Education