Analysis of Students' Conceptions After Learning Physics with Online Flipped Classroom

Abstract

Students’ misconceptions need special attention, especially in learning physics during the Covid-19 pandemic. This study aims to analyze students' conceptions after learning physics with an online flipped classroom. This study uses a one shoot case study design. The subjects in this study were postgraduate students who took school physics courses in the first semester of the 2020/2021 academic year, State University of Surabaya. The data taken includes learning activities, with observation techniques on the learning process and identification of students' conceptions with a misconception test with the Certainty of Response Index (CRI). Data were analyzed by descriptive analysis. The results of this study indicate that the online flipped classroom learning process makes students actively analyze concepts, find potential misconceptions, and discuss. However, online learning still leaves students with misconceptions. As many as 69.44% of students have understood the concept correctly, but 22.22% of students have misconceptions on certain materials. In a situation where online learning is a must, the application of an online flipped classroom can make students more active, have understanding of concepts, and relatively few students experience misconceptions.