Purbo Suwasono, Hotramaida Munthe, Eleeyah Saniso
There are still many misconceptions related to Newton's Third Laws. There have also been many solutions that have been carried out to erode misconceptions related to Newton's Third Laws. Mostly, the solution for eradicating misconceptions is done by using the current curriculum-based modelling learning. Meanwhile, students have misconceptions that are obtained based on their daily experiences related to Newton's Third Laws. Because the difference in perception has an impact, students' misconceptions are still carried over to the structure of their brains. Thus, it is necessary to learn modelling based on unstructured problems. The chosen modelling learning is Modeling Instruction, which is designed based on unstructured problems. This research aims to minimise students' misconceptions regarding Newton's Third Laws by using Modeling Instruction. The research method is a mixed-method experimental design type. The experimental design used is one group pretest-posttest. To see the increase in the pretest to post-test scores, the Paired sample T-test was used. To find out how much misconception is minimised, cross-tabulation was used. The results showed that the significance value was 0.000 <0.05, meaning that there was an effect of using modelling instruction learning with unstructured problems on students' understanding of concepts. The number of misconceptions that were minimised was 83.64%, and the misconceptions that persisted were 10.91%. The number of students choosing the correct option but the reason is wrong or was a reason was 23.64%. © 2024 Author(s).
Department of Physics, State University of Malang, Malang, Indonesia; Program of Physics, Faculty of Science Technology and Agriculture, Yala Rajabhat University, Amphoe Mueang, Thailand
