Promoting Students’ Conceptual Change by Integrating The 3-2-1 Reading Technique with Refutation Text in The Physics Learning of Buoyancy

Abstract

Conceptual change is assumed to be a potential teaching pedagogy to prepare the skills for anticipating the 21st century. A quasi-experimental method with pre-and post-test control group design was applied to examine the effectiveness of integrating the 3-2-1 reading technique with refutation text on students’ conceptual change of buoyancy. The subjects consist of 39 eleventh grade students of senior high school which was drawn by using intact group random sampling technique. The diagnostic test consisting of nine items of multiple choice with two distractors followed by supporting reasons was administered. The study found various profiles of students’ misconceptions of buoyancy. The reduction of students’ misconceptions after the treatment was 54.71%. A significant conceptual change of buoyancy occurred among students after the treatment. The extent of effectiveness of the treatment was high (gain mean = 0.82). Science teaching should intentionally model a conceptual change strategy in schools.