Teams’ games tournaments with cognitive conflict instruction (CCI) model to unveil students’ misconceptions

Abstract

The purpose of this research is to see what physics misconceptions students have regarding heat material. This study employs a three-tier diagnostic exam designed to identify students' physics misunderstandings. 150 grade VII students from five Lamongan district state junior high schools were included in the study. Creating a closed-ended the students' responses to the cognitive conflict instruction are used to create a three-tier instrument (CCI). The findings of the research revealed that the CCI is a viable and reliable tool for detecting misunderstandings. The findings of the detection of misconceptions in participants revealed that 45 % of pupils met the mastery criteria, 35 % met the misconception criteria, and 10% met the guessing requirement.