Misconceptions reduction of Newton’s laws through contextualization of problems in PBL

• Main Authors: Suwasono, Purbo, Pramono, Nugroho Adi, Handayanto, Supriono Koes, Saniso, Eleeyah
• Format: Conference Proceeding
• Language: English
• Subjects: Problem based learning; Qualitative analysis; Reduction; Students; Triangulation
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0112806

Efforts to overcome the misconceptions of Newton's Laws with Problem Based Learning (PBL) have been carried out by many scientists. However, there are still many students who experience misconceptions about Newton's Laws to this day. For this reason, PBL is carried out by contextualizing the problem. This research uses mixed methods Concurrent Triangulation design. This study used a sample of two classes by applying PBL, equipped with contextual problems. Quantitative data were obtained through pre-test and post-test with the FCI instrument of 30 reasoned choice questions. Qualitative data were obtained through in-depth interviews after pre-test and post-test, as well as interpretation of the video results of student discussions. The results showed that there was a significant difference between the pre-test score and the post-test score. Reduction of student misconceptions on Newton's Laws before and after PBL learning with contextual problems is 69,28%, while the misconceptions that persist are 22,89%. Problem-based learning with contextual problems, is able to bring the daily life of students into the classroom, so as to be able to maximally reduce students' misconceptions about Newton's Laws. Thus, to reduce misconceptions about physics material such as Newton's Laws, it is recommended to use Problem based learning with contextual problems.