Minimizing Misconception and Improving Student's Conceptual Learning for Motion and Force Concepts by Student Worksheet (Lks)-Based of Cels (Combining Experiments by Laboratory Simulation)

Abstract

The research aims to minimize misconceptions and improve students understanding of concepts. Research using a CELS-based worksheet. the study used a quasi-experimental design "non-equivalent groups pretest-posttest design". Experimental class learning using CELS-based worksheet and control class with worksheet without CELS. The research subjects were determined by cluster random sampling technique. The study was conducted at Sipirok 2 Plus Senior High School. The data of concept comprehension ability was obtained through a conceptual understanding test about Newtons laws. Data analysis was determined based on the normalized gain score normalized by the t-test statistic. The results showed that learning by using CELS-based worksheets was more effective in improving students understanding of concept skills compared to worksheet without CELS. The percentage of N-gain concept comprehension ability for experimental class students based on each aspect is in the medium category. Whereas N-gain concept comprehension ability for control class students is in a low category.