The
use of a cognitive conflict-based learning model integrated with PhET
simulations has proven effective in reducing misconceptions and improving
conceptual understanding of science among elementary school students. This
study was conducted by Muhammad Ikhsan Sukaria and Nursalim from the State
University of Makassar in 2026 at SD Inpres 12/79 Macanang. These findings
offer a significant solution for the challenges of teaching abstract scientific
concepts.
Addressing
Challenges of Abstract Science Concepts
Science
education often faces obstacles when students struggle to grasp concepts that
cannot be observed directly, such as force and motion. Students frequently
bring initial understandings from everyday experience that do not align with
scientific principles, which, if left unaddressed, can lead to misconceptions.
Relying on verbal explanations or memorizing static definitions often fails to
correct these deeply embedded cognitive structures.
Learning
Methodology
This
research employed a quasi-experimental method with a nonequivalent control
group design. Fifth-grade students in Class VB were assigned to the
experimental group, which was taught using the cognitive conflict model
assisted by PhET simulations, while Class VA served as the control group
receiving conventional instruction. The learning process in the experimental
class followed five stages: eliciting initial conceptions, presenting cognitive
conflict situations, exploring concepts using PhET simulations, discussing and
reconstructing concepts, and reflection.
Key
Findings
Evaluation
results showed significant improvements in the experimental group compared to
the control group:
·
Misconception Reduction: The percentage of misconceptions in the experimental class
dropped sharply from 62.50% to 24.30%, while the control class only saw a
decrease from 60.80% to 43.70%.
·
Conceptual Understanding
Improvement: The average score for
conceptual understanding in the experimental class increased from 46.25 to
81.40, with an N-Gain score of 0.65.
·
Model Superiority: PhET simulations allow students to conduct safe, visual virtual
experiments, enabling them to witness the real difference between their initial
predictions and the scientific evidence presented in the simulation.
Impact
and Implications
This
learning model provides an alternative strategy that is interactive and meaningful
for science instruction. By using PhET simulations, students no longer merely
memorize information; instead, they engage actively in a scientific thinking
process that requires them to re-evaluate their initial beliefs. According to
Muhammad Ikhsan Sukaria and Nursalim, this integration helps students build
conceptual understanding that is more stable and consistent with scientific
principles through manipulatable visual evidence.
Author
Profile:
Muhammad
Ikhsan Sukaria and Nursalim are academicians from the Primary School Teacher
Education (PGSD) study program at the State University of Makassar,
specializing in innovation for science learning strategies and the remediation
of misconceptions at the primary school level.
Research
Source:
Sukaria, M. I., & Nursalim. (2026). Cognitive Conflict Learning Model Assisted by PhET Simulations to Reduce Misconceptions and Improve Students' Conceptual Understanding. Journal of Educational Analytics (JEDA), 5(2), 504-517. DOI: https://doi.org/10.55927/jeda.v5i2.24
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