Student Response Conceptual Change Text (CCT) As A Media for Learning Energy Concepts in Elementary School Students

Abstract

This research is a qualitative descriptive study that aims to determine students' responses to Conceptual Change Text (CCT) in science learning the concept of energy. The data collection technique used was stratified sampling with 114 class IV and V students as research subjects. The data was obtained using a non-test instrument in the form of a questionnaire with a Likert scale and then processed by the statistical formula of percentage. The study results got that class IV was 82.13% and class V was 80.63%, both of which were included in the very feasible category. Based on the data acquisition results, Conceptual Change Text (CCT) is effectively used in overcoming students' misconceptions.