Development of Electronic Student Worksheets Based on The Theory of Conceptual Change in Thermodynamics
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Published:
Dec 29, 2022
Keywords:
Development of Electronic Student Worksheets, Overcoming Misconceptions, Physics
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Abstract
The development of valid and practical electronic student worksheets based on the theory of conceptual change in thermodynamics material has been completed. This development research uses the Rowntree development model which consists of three stages, namely the planning stage, the development stage, and the evaluation stage. At the evaluation stage, the researcher used Tessmer's formative evaluation in the form of self-evaluation, expert review, one-to-one evaluation, and small group evaluation. Data collection instruments used expert validation sheets and questionnaires. The results of data analysis at the expert review stage obtained an average expert validation of 4.4 with a very valid category. The average of the student questionnaire sheets in the one-on-one evaluation and small group evaluation phases was 4.4 and 4.5, respectively, with a very practical category. Thus, an electronic student worksheet based on the theory of conceptual change has been successfully developed on valid and practical thermodynamic material. This electronic student worksheet can be used to clarify conceptual understanding and correct thermodynamics misconceptions.
Keywords: Development of Electronic Student Worksheets, Overcoming Misconceptions, Physics
Keywords: Development of Electronic Student Worksheets, Overcoming Misconceptions, Physics
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“Development of Electronic Student Worksheets Based on The Theory of Conceptual Change in Thermodynamics”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (December 29, 2022): 15–22. Accessed April 25, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/13261.
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How to Cite
“Development of Electronic Student Worksheets Based on The Theory of Conceptual Change in Thermodynamics”. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP) 6, no. 2 (December 29, 2022): 15–22. Accessed April 25, 2025. https://jurnal.radenfatah.ac.id/index.php/jifp/article/view/13261.
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Yaqin, M. K., Prastowo, S. H. B., & Harijanto, A. (2017). Identifikasi Pemahaman Konsep Fisika Terhadap Pokok Bahasan Termodinamika Pada Siswa SMA. Seminar Nasional Pendidikan Fisika 2017, 2(September), 1–8.
Departemen Pendidikan Nasional. (2008). Panduan Pengembangan Bahan Ajar.
Eda, P., Purwaningsih, E., & Sutopo, S. (2020). Conceptual Problem Solving (CPS) dalam Latihan Memecahkan Masalah untuk Meningkatkan Penguasaan Konsep Mahasiswa pada Topik Termodinamika. 5(1), 1–11.
Handayani, N. D., Astutik, S., & Lesmono, A. D. (2018). Identifikasi Miskonsepsi Siswa Menggunakan Four-Tier Diagnostic Test Pada Materi Hukum Termodinamika Di SMA Bondowoso. Jurnal Pembelajaran Fisika, 7(2), 189–195.
Hidayah, A. N., Winingsih, P. H., Amalia, A. F., Fisika, D., Pageflip, D., & Problem, B. (2020). Development Of Physics E-LKPD ( Electronic Worksheets ) Using 3D Pageflip Based on Problem Based Learning on Balancing And Rotation Dynamics. Jurnal Ilmiah Pendidikan Fisika-COMPTON, 7(2), 36–43.
Maison, M., Lestari, N., & Widaningtyas, A. (2020). Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi. Jurnal Penelitian Pendidikan IPA, 6(1), 32–39.
Nadelson, L. S., Heddy, B. C., Jones, S., Taasoobshirazi, G., & Johnson, M. (2018). Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change. International Journal of Educational Psychology, 7(2), 151–195. https://doi.org/10.17583/ijep.2018.3349
Nurulwati, & Rahmadani. (2019). Perbandinagn Hasil Diagnostik Miskonsepsi Menggunakan Three Tier Dan Four Tier Diagnostic Test Pada MAteri Gerak Lurus. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 7 (2)(101–110).
Paramitha, D., & Darmaji, M. (2021). Tes Diagnostik Four-Tier untuk Mengidentifikasi Miskonsepsi pada Materi Fisika Four-Tier Diagnostic Test to Identify Misconceptions in Physics Concepts. 6(2), 193–198. https://doi.org/10.36709/jipfi.v6i2.17366
Prastowo, A. (2015). Panduan Kreatif Membuat Bahan Ajar Inovatif (Cetakan VI). Diva Press.
Prawiladilaga. (2008). Prinsip Desain Pembelajarane. Kencana Prenada Media Group.
Purnawati, W., Maison, M., & Haryanto, H. (2020). E-LKPD Berbasis Technological Pedagogical Content Knowledge ( TPACK ): Sebuah Pengembangan Sumber Belajar Pembelajaran. Tarbawi: Jurnal Ilmu Pendidikan, Vol. 16, No. 2, Desember 2020, 126 – 133, 16(2), 126–133.
Rahma, U., Fikria, A., Setyarini, M., & Tania, L. (2018). Pengembangan Lembar Kerja Siswa Berbasis Perubahan Konseptual Pada Materi Asam Basa. 1, 1–13.
Rahmawati, D., & Syuhendri, K. W. (2014). Analisis Pemahaman Konsep Termodinamika Mahasiswa Pendidikan Fisika Menggunakan Instrumen Survey Of Thermodynamic Processes And First And Second LawS ( STPFaSL ).
Samara, R. A., Syuhendri, & Muslim, M. (2020). Pengembangan Teks Perubahan Konseptual Handout Untuk Remediasi Miskonsepsi Materi Dinamika SMA/MA. Jurnal Inovasi Dan Pembelajaran Fisika, 7(1), 55–63.
Sania, L., Syuhendri, S., & Akhsan, H. (2021). Pengembangan Bahan Ajar Teks Perubahan Konseptual (TPK) Materi Fisika Dasar Topik Kinematika. Jurnal Kumparan Fisika, 4(1), 43–50.
Syuhendri, S. (2017). A learning process based on a conceptual change approach to foster conceptual change in Newtonian mechanics. Journal of Baltic Science Education, 16(2), 228–240.
Syuhendri S. (2016). No Title. Developing of Conceptual Change Texts (CCTs) Based on Conceptual Change Model to Increase Students’ Conceptual Understanding and Remediate Misconceptions in Kinematics. In: The 2nd Sriwijaya University Learning and Education-International Conference (SU, 1191–1205.
Triastutik, M., Budiyono, A., & Diraya, I. (2021). IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI GERAK LURUS. 8(1), 61–72.
Yani, T. D. A., Setyarini, M., & Tania, L. (2018). Pengembangan LKS Berbasis Perubahan Konseptual pada Materi Larutan Elektrolit dan Non Elektrolit. Jurnal Pendidikan Dan Pembelajaran Kimia, 1–13.
Yaqin, M. K., Prastowo, S. H. B., & Harijanto, A. (2017). Identifikasi Pemahaman Konsep Fisika Terhadap Pokok Bahasan Termodinamika Pada Siswa SMA. Seminar Nasional Pendidikan Fisika 2017, 2(September), 1–8.