Practicality and Effectiveness of Learning Tools with Predict-Observe-Explain Assisted Conceptual Change Text to Minimize Students’ Misconceptions

Abstract

In achieving learning objectives, a lecturer must be able to design the learning tools he uses by considering the analysis of the needs of his students. This study is part of the research and development process to create learning tools with Predict-Observe-Explain (POE) assisted by Conceptual Change Text (CCT) in minimizing misconceptions of prospective elementary school teacher students. The main focus of this research is to test the level of practicality and effectiveness of these learning tools by involving users, namely lecturers and students. Data was collected using instruments in learning implementation observation sheets, student activity observation sheets, and learning outcomes tests. The data collected was analyzed quantitatively by calculating the average score to determine whether the product is practical and effective to use. The results of this study indicate that the learning tools are proven to be practical and effective so that they are feasible to be used more widely. With these findings, it is hoped that lecturers can design similar learning products to improve mastery of fundamental natural science concepts for prospective elementary school teachers.