Effect of conceptual change texts on physics education students’ conceptual understanding in kinematics

Abstract The purpose of this research was to determine the effect of conceptual change oriented instruction using Conceptual Change Texts (CCT) toward the physics education students’ conceptual understandings in kinematic. The research used quasi-experimental method with pre-test and post-test control group design. The sample was selected based on purposive sampling technique comprised of two groups of students from two different campuses of a public university in South Sumatra, Indonesia. The instrument used was the Indonesian version of the Force Concept Inventory (FCI). The data was analyzed to determine the mean N-gain of the experimental and control group while the independent sample U-test by α = 0,05 were used to test the hypothesis. The findings showed that 1) there were some students’ alternative conceptions with the level of their conceptual understanding 26,2%, 2) the mean N-gain of experimental and control group were 41,85% and 1,60% respectively, and 3) there was a significant difference increases in students’ conceptual understanding between who were taught using conceptual change texts and conventional one. Therefore, in terms of alternative conceptions held by students, teachers can use conceptual texts teaching materials to facilitate students’ conceptual change.