Putu Nita Kusuma, I Wayan Redhana

EXPLORING THE TRENDS AND STRATEGIES OF PHYSICS MISCONCEPTION REMEDIATION: A SYSTEMATIC LITERATURE REVIEW

Introduction

Exploring the trends and strategies of physics misconception remediation: a systematic literature review. Explore trends and effective strategies for Physics misconception remediation via a systematic review. Discover interventions, models, and media for improved Physics learning.

Abstract

Misconceptions in Physics are very risky for learning, so a deep understanding of intervention to overcome Physics misconception is necessary. In order to accommodate this purpose, a review of physics misconception remediation efforts is important to do. So far, reviews on remediation of Physics misconceptions are still limited. This research aims to describe: 1) the trend of Physics misconception remediation research in terms of publication year, research objectives, research approaches, and research subjects, 2) Physics concepts that were given remediation treatment, 3) the effectiveness of Physics misconception remediation efforts in reducing misconceptions. The research method used was a Systematic Literature Review (SLR) of the literature from 2019-early 2025 on the Scopus, ERIC, and Google Scholar databases. The results showed that the trend of misconception remediation research was conducted mostly in 2023 with the subject of high school students. The order of Physics misconception remediation efforts from the most widely applied consecutively is by applying learning media (interactive media, worksheet, and e-module), learning models (CCM, inquiry, SSCS, synectis model), learning methods (narrative feedback, refutation text), learning strategies (cognitive conflict and generative), and learning approaches (multiple representation). These results can contribute to improving the quality of Physics learning, especially providing a variety of options for educators and researchers to designing intervention to correct Physics misconceptions.

Review

The submitted manuscript presents a timely and highly relevant Systematic Literature Review (SLR) titled "EXPLORING THE TRENDS AND STRATEGIES OF PHYSICS MISCONCEPTION REMEDIATION." The authors correctly identify a significant gap in the existing literature regarding comprehensive reviews of physics misconception remediation efforts, underscoring the necessity of this work given the critical impact of misconceptions on learning. The use of a systematic approach, employing a focused timeframe (2019-early 2025) and drawing from reputable databases like Scopus, ERIC, and Google Scholar, lends credibility to the methodology. The clearly defined research objectives, aiming to map research trends, identify remediation treatments for specific concepts, and evaluate effectiveness, provide a strong framework for the review. The review successfully delineates several important trends and strategies. The finding that 2023 saw the most activity in this area, primarily targeting high school students, offers valuable insight into current research focus. Crucially, the paper provides a structured overview of remediation efforts, categorizing them into learning media (interactive media, worksheets, e-modules), learning models (CCM, inquiry, SSCS, synectics), learning methods (narrative feedback, refutation text), learning strategies (cognitive conflict, generative), and learning approaches (multiple representation), listed in order of their reported frequency of application. This hierarchical classification is a significant contribution, offering educators and researchers a practical taxonomy of available interventions. The stated aim of improving physics learning quality by providing varied intervention options appears well-supported by these findings. While the abstract strongly positions the work as valuable, a more nuanced discussion in the full paper regarding the *effectiveness* of these identified remediation efforts would greatly enhance its impact. The third research objective explicitly addresses effectiveness, but the abstract's results section primarily describes *what* methods are used rather than *which* are most effective or under what conditions. Expanding on this, perhaps with a qualitative synthesis of reported effect sizes or success rates for the various strategies, would elevate the practical utility for practitioners. Additionally, while the timeframe chosen is appropriate for current trends, a brief acknowledgment of how these recent strategies build upon or diverge from foundational work prior to 2019 could provide a richer historical context. Overall, this SLR is a valuable contribution, providing a structured and current overview of physics misconception remediation research.

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