Muthia Damayanti, Dewi Wulandari

APPLICATION OF DIRECT INSTRUCTION (DI) MODEL TO REDUCE STUDENTS’ MISCONCEPTIONS ON VIBRATION AND WAVE CONCEPTS

Introduction

Application of direct instruction (di) model to reduce students’ misconceptions on vibration and wave concepts . Discover how the Direct Instruction (DI) model, assisted by PhET simulations, effectively reduces high school students' misconceptions on vibration and wave concepts in physics learning.

Abstract

This study aims to determine the effectiveness of the Direct Instruction (DI) model assisted by PhET simulations in reducing students’ misconceptions about vibration and wave concepts at SMAN 1 Tanjungbalai. The research employed a quasi-experimental method with a pre-test and post-test control group design. The sample consisted of class XI-2 as the control group and class XI-3 as the experimental group, selected using a random sampling technique. The research instrument was a 15-item four-tier multiple-choice test that had been validated by experts. Data were analyzed using the inverse N-gain test to measure the reduction in misconceptions. The findings revealed that the average inverse N-gain score of the experimental class was 0.7 (high category), which was greater than that of the control class (0.6; medium category). This indicates that a more significant reduction in misconceptions occurred among students taught using the DI model assisted by PhET simulations. Therefore, it can be concluded that the Direct Instruction model integrated with PhET simulations is effective in reducing students’ misconceptions on vibration and wave topics in physics learning.

Review

This study addresses a highly relevant issue in physics education: the persistent challenge of student misconceptions. The research meticulously investigates the efficacy of the Direct Instruction (DI) model, specifically when augmented by PhET simulations, as a strategy to diminish students’ conceptual errors regarding vibration and wave phenomena. Employing a quasi-experimental design with a pre-test and post-test control group, the methodology is appropriate for evaluating the intervention's impact. The use of a validated 15-item four-tier multiple-choice test as the primary instrument further strengthens the study's ability to accurately identify and measure changes in misconceptions. The findings compellingly demonstrate the effectiveness of the proposed instructional approach. The experimental group, which received instruction via the DI model assisted by PhET simulations, achieved an impressive average inverse N-gain score of 0.7, categorizing their misconception reduction as "high." This performance distinctly outperformed the control group, which registered an average inverse N-gain score of 0.6, falling into the "medium" category. This clear disparity strongly suggests that the combined strategy of structured Direct Instruction with the interactive visualization capabilities of PhET simulations creates a potent environment for actively reducing students' misunderstandings in complex physics topics. In conclusion, this research provides strong evidence that integrating the Direct Instruction model with PhET simulations is an effective pedagogical strategy for addressing and reducing student misconceptions in the areas of vibration and waves. The study's clear results offer valuable insights for physics educators seeking practical and impactful methods to enhance conceptual understanding. Its contribution lies in validating a specific, technology-enhanced instructional model that can significantly improve learning outcomes, thereby encouraging broader adoption of similar blended approaches in science education.

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