Preentierro

The method used in this study is an action research with descriptive data analysis. This study aims to determine the increase student understanding of the concept of star through using computer simulation in earth and space science lectures physical education courses . Students who participated in this research is the 4th semester students in the academic year 2014-2015 were taking earth and space science courses. The test instrument used to evaluate the student understanding of the concept of stellar matter in earth and space science.

RESULTS AND DISCUSSION

Understanding the concept of students were analyzed qualitatively based on test results on the concept of understanding the concept of the star. Tests conducted on students of physical education courses 2014-2015 academic year who took a course earth and space science with a number of 76 students were divided into two regular classes. The following table recapitulation of understanding the concept of the maximum score is 87.

TABLE 1. Data understanding of the concept of stars

Test Score Percentage

Pretest 48 45%

Posttest 87 96%

Based on the data in the image above can be seen that there is an increased score at the end of the study using computer simulations by 39 percentage understanding of the concept of rising stars average of 51% on every indicator. The indicators used in this study is the temperature of the star, the speed of light, the Earth's orbit of the sun, solar energy, solar revolution, the position of the sun - planets, and constellations.

The largest increase occurred in the indicators of the Earth's orbit to the sun and constellations (60.53%), solar revolution (57.89%), the position of the sun - the planet (52.63%). While the smallest increase in the concepts of the speed of light (30.26%). On the concept of the students already understand the speed of light velocity of light and large proved the speed of light so that when the pretest scores on the concept of the speed of light has reached 60% of the students could answer the question.

FIGURE 1. The percentage increase understanding of the concept of student scores on each indicator

Action research conducted by one cycle at about the concept. Indicators of success in this research is the understanding of the concept of student achievement gains at 65%. Planning is done by paying attention to the conception of students who are not consistent with the concept of the star. Such as the concept of constellations, the speed of light, the temperature of the star, the phenomenon of bright stars at night. At the temperature indicator of stars, the student is still considered the most high-temperature star is the sun, it can be seen from the acquisition of the percentage of students who are not consistent conception still huge 37% in the early group, 50% in the middle group and 69% in the final group. Whereas at the end of the group should have passed the subjects related to the color spectrum (optical) (Oktavianty, E., 2011). Based on the results of the pretest, 75% of students thought that all that glow at night is a star, and students can not distinguish the term elongation and conjunctions. it also netted Besides understanding the student does not come to the position of the sun - the planet, the students are not familiar with astronomy terms so that the difficulty in resolving the given problem. This is shown in about 13 and 14, the students do not understand the term conjunctions and elongation.

Based on the results of the previous study, the pretest and proceed with designing plan based learning constructivism by using computer simulations. At temperatures star is a concept that is the most frequent errors were students assume that all of the light at night is a star, but by learning to use a computer simulation in this case Stellarium software can show students that not all visible at night is a star. Observations made by students independently with the naked eye and assisted Stellarium. So that students can show directly the position of celestial bodies observed and matching software. Stellarium software is used because it can be easily obtained by students with a free download. This gives the advantage to the students to install on laptops and smartphones, respectively. Interactive multimedia is a combination of text, graphics, sound, animation, and video where the user gets the flexibility in controlling (Tay, 2000) Furthermore, in the

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implementation of learning, professors follow the lessons that had been designed by making use of computer simulations. Learning step begins with the conception of the students showed inconsistent as shown in the results of the pretest, students were asked to perform a hypothesis based on the problems created. On the concept of star temperatures students are asked to pay attention to several different types of star colors shown in the form of images, then the students were asked to name the most hot star. At this stage, the students still assume that the hottest stars is the sun, the stars are yellow. Furthermore, the lecturer reminded the students in the visible light spectrum. Lecturer using computer simulations using flash animation optical concepts, shows the student wavelength and frequency appear on a star and star class based on the star's surface temperature and energy star. On the concept of the Earth's orbit of the sun, the students have the assumption that the earth was the center of the solar system. This assumption can be based on the apparent motion of the earth to the sun, where students get the movement of the sun from east to west. At this asusmsi then learning to use would require direct observation of the position of the earth to the heavens. In the study carried out observations using computer simulations by combining the video movement of the planets and the sun, animation aberration (small change positions of stars as the rate of the earth), parallax (changes in the positions of stars due to the change in position of the earth) and the effect dopler (discoloration stars because the rate of the earth) and by using Stellarium software that shows the star's position change - change at any time. With shows the changes experienced by the star positions the student to the conclusion that the earth and planets are moving towards the sun. Sma thing also happened in explanation of the concept of constellations, at the beginning of the course the students feel already know about the constellations, but among the 76 students taking the course none mahaiswa commonly observed constellations. Then the professor asked mahaiswa to observe the constellations at night. The result of students still can not specify the nature of the constellations they get. observation of the night sky is very likely there kendalam like the sky is cloudy or rainy so can not see the sky at night. therefore by utilizing the computer simulation the students can get to know a lot of constellations, even mahaiswa can distinguish the stars and celestial bodies such as planets. Student interest appears to be increased by using a computer simulation because the observation of the night sky is not easily done with the naked eye so that students also possess a good understanding of the concept.

The combination of Stellarium, video and flash animations that are then used in the lecture give good impact to the students in understanding various concepts star. According to Pyle, 2008, earth and space science learning a lesson that is unique because students are in the lab, but due to the large scale and requires a long time so that the student is difficult to know all the variables change earth and space science directly.

However, there are some limitations in the use of direct or flash animation software that is downloaded for free which need a long time to control and adjust the concepts that will be covered by existing simulation. So there needs to be planning both in terms of preparing in advance or multimedia interkatif develop custom concepts and variables are discussed.

CONCLUSIONS

Based on data from the study and discussion it can be concluded that learning to use a computer simulation can enhance student understanding of concepts in the concept of star with an average increase of 51%.

Therefore, it should be considered to develop a computer simulation or teaching materials that can be tailored to the needs of learning achievement.

ACKNOWLEDGMENTS

We acknowledged FKIP Untan (DIPA Untan) dan Program PGMIPA Unggulan FKIP Untan.

REFERENCES

[1]. Depdiknas. Kompetensi Dasar Jenjang Sekolah Menegah Atas (SMA)/Madrasah Aliyah (MA).Jakarta, 2006.

[2]. Liliawati, W dan Herdiwijaya, D. 2011. Analisis Kebutuhan Astronomi Terintegrasi berbasis Kecerdasan Majemuk untuk Membekalkan Literasi Astronomi. Prosiding Seminar Himpunan Astronomi Indonesia. Bandung: ITB

[3]. Oktavianty, Erwina. Student’s Conception About Earth And Space On Physics Education Of Untan.3rd International Seminar Proceeding. Bandung; SPS UPI, 2011. [4]. Oktavianty, Erwina. 2013. PenerapanModel Pembelajaran Inkuiri dengan Pendekatan

Multipelrepresentasi pada topik Fluida Statis untuk meningkatkan Keterampilan Berpikir Kritis. Prosiding Seminar Nasional Pendidikan Hal. 33 - 45. Bandar Lampung; Unila.

[5]. Permendikbud Nomor 81A Tahun 2013 tentang Implementasi Kurikulum.

[6]. Pyle, Eric J. A Model of Inquiry for Teaching Earth Science. Electronic Journal of Science Education Vol 12, No. 2. James Madison University, 2008.

[7]. Tay, V. Multimedia : Making It Work. New York : Osborne / Mc.Graw Hill, 2000 [8]. TIM Pengembang Kurikulum Pendidikan Fisika. Kurikulum Pendidikan Fisika

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PHY-01399

Profile Misconceptions and Conception Of Students Pre-

Service Physics Teacher on Topic Heat and Heat Transfer

Ika Mustika Sari 1*, Duden Saepuzaman1, Saeful Karim1

1

Departemen Pendidikan Fisika , Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229, Bandung 40154, Indonesia

Article info Abstract

Keywords:

misconceptions, conception, heat and heat transfer

This research is motivated by the achievement of mastery of concepts students on the topic of heat and heat transfer are still not as expected. One cause is suspected because of the misconception. The purpose of this study to know the profile of misconceptions and conceptions student pre-service teachers of physics on heat and heat transfer topic. The method used is descriptive analytic with a sample of 23 students representing different grade of student teachers of physics at one University in West Java. The research sample was determined by using purposive sampling technique. Data collection tool that is used in the form of diagnostic test with three-tier analysis. The results showed the most student misconceptions is principle Black in determining the final condition of the system after thermal equilibrium is reached between the two systems. This concept represented by four questions (11,12,13 and 14) that 22.23 % of students was misconceptions. For example a student for reason 13, when the ice is mixed with steam, then the final condition of system certainly is water. Though opinion to determine the final condition should be consider the initial temperature and mass of each system before thermal interaction. The second student misconceptions is heat transfer conduction, convection and radiation. Heat Transfer represented by four questions (15,16,17,18,19,20 and 21) as much as 24.26 % of students was misconceptions. For example, to question 18 on the flow of heat transfer convection on heating water. Students are many who have the conception that the convection flow occurs gradually ranging from small circulation in the lower part then enlarges to the top circulation. Further analysis of the reasons the students, in general, this misconception occurs because students tend to follow the preconceptions and incomplete reasoning.

Corresponding Author:

Ika Mustika Sari [email protected]

INTRODUCTION

Every lecturer always expects the learning objectives that have been set can be achieved by students in learning process. Lecturer sometimes have felt totally in teaching students, but the reality when the test carried out, many students are not able to achieve the expected learning objectives . During teaching, the lecturer sometimes difficult to determine how many students actually have achieved the learning objective and how many students are still having difficulty learning, especially when in a large classroom lectures. Difficulties student’s should be detected as early as possible by lecturers in order to immediately planned learning programs (including reinforcement of lesson). Learning difficulties of students is certainly varied, either wide or cause. Some of the symptoms that indicate a student with learning difficulties such as: acquisition shows lower educational outcomes, unequal results achieved by the efforts that have been made and slow in performing tasks and learning activities. Based on these indications, it is an effective way

to detect learning difficulties of students, especially in a large lecture class, namely by measuring learning outcomes, for example by using diagnostic tests.

Similar methods are also used by the Physics Education Research Group (PER) pioneered by Lillian C. McDermott, for almost two decades, to investigate the understanding of concepts and conceptual difficulties experienced by students [1]. Two methods are used by PER, namely individual demonstration interviews (individual demonstration interview) and descriptive study through written tests (written tests) 1, 2 .Pengamatan and interaction with students in the classroom also provides in-depth information about how students learn well.

The concept of heat is one of the concepts of physics very closely with everyday life. Although very familiar turns sometimes students still have difficulty in understanding the concept of heat. This study did not focus on improving the learning outcomes directly, but are looking for the causes of student difficulty in understanding the concept of heat. Allegedly students experiencing misconceptions. This research will be focused on the exposure profile of misconceptions and student conceptions on topics of heat and heat transfer. Results of this study can be used as the basis for subsequent research in determining the appropriate treatment to improve understanding of the concept of heat and heat transfer physics student teachers.

RESEARCH METHODOLOGY

This research is descriptive analytic describe students misconceptions’s on the concept of heat and heat transfer. As many as 23 research subjects Physical education students from three different forces, namely the class of 2011, 2013 and 2014. Collecting data using three-tier instrument shaped test analysis the number of questions as many as 21 questions that represent subconcepts. Sub tested concepts include definitions of heat, heat effect (expansion, temperature rise substances, and phase transition), azaz black, heat transfer (conduction, convection, and radiation). As for categorization misconception refers to the categorization Kaltakci Derya (2007) 3. as shown in Table 1.

TABLE 1. Categories Of Three three tieranalysis

Categories Response Types

Scientific knowledge Correct response + scientific explanation +sure Lack of Knowledge Correct response + scientific explanation + not sure

incorrect response + scientific explanation + not sure correct response + unscientific explanation + not sure incorrect response + unscientific explanation + not sure Error

Misconception

incorrect response + scientific explanation + sure correct response + unscientific explanation + sure incorrect response + unscientific explanation + sure

RESULTS AND DISCUSSION

Table 2 shows the students experiencing misconceptions in almost every sub concepts.

Experienced the biggest misconceptions many students to the concept of Black and heat transfer principles.

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TABLE 2. The Result Of Misconception Student

Categories Heat (%) Black Principle (%) Heat Transfer (%)

Scientific knowledge 58.70 28.26 47.20 Lack of Knowledge 50.32 45.33 24.29 Error Misconception 5.23 15.75 4.18 22.23 4.25 24.26

Further analysis of the works heetrof the students found some students some erroneous conceptions of the understanding of the concept of heat and heat transfer. On the concept of heat, which is the biggest misconception about No. 7. Problem No. 7 as follows: "Pure water in a liquid state when put in the freezer will turn into ice. When the ice is removed from the freezer and placed in a room, the ice will melt back into a liquid. Why does this happen? ". Most of the students answer (B) ice absorbs heat and the temperature rises. This is clearly wrong. In the event of melting solids to liquid heat required to change the form of the substance. So clearly on this occasion the heat absorbed by the ice for transforming it not to raise its temperature. In other words, the process of phase transition temperature of the substance is fixed.

On the concept of the principle of Black, the biggest misconception is at No. 13. Problem at number 13: "One hundred grams of ice at 0 ° C and 100 g of steam at 100 ° C thermal interact in an isolated container. How is the final state of the system? ". All students answer incorrectly and be sure to answer. Most of the students answer (B) by reasoned that the ice is mixed with steam to reach equilibrium conditions to form water. This condition is not the standard conditions. Supposedly, this can be solved by using the principles of Black. The amount of heat that is released vapor into water vapor required for heating (Q = m.c.ΔT) amounted to 226 000 joules. While the heat needed to melt the ice (Q = m.L ) of 33300 joules. As for raising the water temperature at 41 900 joules. So that the heat needed to change the form of ice into water and raise the temperature sufficiently fulfilled with the amount of heat released water vapor, but not enough to change the entire water vapor into water, when the conditions of thermal equilibrium is reached. That is the final condition of the system is a water-steam mixture at a temperature of 100 ° C (option E). On the concept of heat transfer, the biggest misconception in heat transfer by convection is presented in pictures. Problem No. 18: "When we heat the water with pans, fire given continuously causing the water temperature to rise even to a boil. If made in the form of visual, heat transfer occurring during the heated water right is right. Figure 1

FIGURE 1. Transfer of Heat :Convection

Many students answer (B), because the heat transfer occurs slowly from the bottom up with the growing flow of circulation. In fact, is the most appropriate option (E). Heat flow

in the event of heating water to boiling is by convection. In the container, the water receives a larger heat as close to the source, the heat received by the bottom of the water causes the water density is lower than the top of the water. This condition causes the water to move to the bottom up and the top down. This movement occurs as a whole not just the outer / wall.

CONCLUSIONS

Based on the discussion that has been presented, it can be concluded that students experienced many misconceptions in principle the concept of black determination of the final conditions of the system after the condition of thermal equilibrium is reached between the two second largest misconception associated with the heat transfer of heat conduction, convection and radiation. As an example of the depiction of the flow of heat by convection on heating water. Students are many who have the conception that the convection flow occurs gradually ranging from small circulation at the bottom then enlarged circulation to the top. Further analysis of the reasons the students, in general, this misconception occurs because students tend to follow the preconceptions and incomplete reasoning.

ACKNOWLEDGMENTS

Thank you to all those who have helped in this study, particularly students majoring in