Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Abstract

This study aims to examine the implementation of the Interactive Conceptual Instruction (ICI) learning model assisted by computer simulation to change students’ conception of force and vibration. However, the change in the conception of the research is focused on the Misconception category (MC) because it is fundamental in the learning of physics. This study used a mixedmethod design with an exploratory sequence. It was conducted on 30 students of Class X in one of the high schools in Cimahi city. The instrument used comprised 20 questions in a four-tier test. The analysis was conducted using a combination of two methods to analyze: (1) the changes in the conception based on three categories of conception, in exchange for the three categories of misconceptions (Acceptable Change (MC-PU and MC-SU), Not Acceptable (MC-NU and the MC-NC), and No Change (MC-MC), (2) the calculations of percentage for each change in the conceptions that occurred. The results showed that changes could be identified from the following categories of misconceptions: Acceptable Change (AC) categories (including MC-PU (63%) and MC-SU (53%), No Change (NCh) category (MC-MC (63%)), and Not Acceptable (NA) categories (include MC-NU (40%) and MC-NC (3%)). Thus, the ICI learning model, assisted by computer simulation, can change students’ misconceptions and improve their concept of force and vibration.