Advance Organizer Integrated Conceptual Change Learning Model to Prevent Potential Misconceptions of High School Students in Chemical Concept

Abstract

The potential for students to misconceive the concept initially comes from their environment and the tendency to have different interpretations of the accepted concept. Different interpretations have the potential for misconceptions, so educators need to know students' initial concepts before starting the lesson. Advance organizer as a bridging strategy for initial knowledge in understanding new concepts. If the initial concept is still a misconception, it is necessary to prevent, improve, and change the concept. This type of development research uses quantitative methods to measure the level of validity and practicality of the conceptual change learning model integrated advance organizer, the validity level is 89% and practicality is 87%. These results show that the conceptual change learning model integrated with advance organizers can be used to prevent the potential for misconceptions by high school students in West Seram Regency.