The effectiveness of Activity-Based Conceptual Change Modules in Increasing Student Scientific Knowledge and Reducing Students Misconception on Electromagnets

This study aims to investigate the effectiveness of the activity-based conceptual change module in increasing the level of scientific knowledge and reducing the level of students’ misconception on electromagnets. The participants consisted of 194 high school students from six classes. Three of the classes were assigned randomly as an experimental group and the other classes as a control group. The experimental group gets learning facilitated by activity-based conceptual module, while the control group is given the conventional textbook. The level of scientific knowledge and students’ misconception were measured using the Three-Tier Electromagnets Test. The data about the level of scientific knowledge and student misconception were analyzed by the ANCOVA with pretest score used as a covariate. The results showed that the activity-based conceptual change module was effective to increase the level of scientific knowledge and reduce the level of student misconception in the electromagnet.