Anita Ariyani, Ani Rusilowati
Remediation of misconceptions can be done after identifying the students' misconceptions. The right way to identify the students' misconceptions is to use a three-tier diagnostic test. When the misconceptions have been identified, then treatment learning models are needed to remediate these misconceptions. The interactive demonstration learning model seems to be the right model to mediate the students' misconceptions. The research objective is to identify the misconceptions that are often experienced by students, the causes of these misconceptions in the subject of the laws of thermodynamics, and to see how efficient the learning model is at correcting students' misconceptions about the latter subject. The method used in this type of research is the mixed method with a concurrent embedded design with the quantitative method as its primary method and the qualitative method as its secondary method. The study was conducted on students of class X Mechanical Engineering at Karangpanas Technical Education Institute Vocational School (Teknik Pemesinan SMK Institut Pendidikan Teknik Karangpanas) for the 2020/2021 academic year. The misconceptions experienced by students were measured using a three-tier diagnostic test instrument, which consisted of 13 questions. The three-tier diagnostic test instrument was feasible to use after being tested and tried based upon the validity, reliability, level of difficulty, and discriminating power. The students' responses to the interactive demonstration learning model were measured using a scale of 10 items. The results of the identification of misconceptions of students of IPT Karangpanas Vocational School show that for the indicator of understanding the material on the laws of thermodynamics in the concept of thermodynamic processes has a misconception of 69.5%, the indicator for the first law of thermodynamics has a misconception of 76.2%, the indicator for the second law of thermodynamics has a misconception of 60.0%, and the indicator for the concept of applying the first and second laws of thermodynamics has a misconception of 63.1%. After getting the results of the analysis of misconceptions on each indicator, remediation is done by applying the interactive demonstration learning model. The results showed that there was a decrease in the average percentage of misconceptions in the students. Before remediation, 67.2% of students experienced misconceptions, after remediation only 27.9%. The observed results suggest that the interactive demonstration learning model is effective in remediating misconceptions about thermodynamic laws. © 2023 Author(s).
Department of Physics, Universitas Negeri Semarang, Central Java, Semarang, Indonesia
