Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 12 (Dec., 2017) Firmanul Catur WIBOWO, Andi SUHANDI, NAHADI, Achmad SAMSUDIN, Dina Rahmi DARMAN, Zulmiswal SUHERLI, Aceng HASANI, Suroso Mukti LEKSONO, Aan HENDRAYANA, SUHERMAN, Sholeh HIDAYAT, Dede HAMDANI, Bayram COŞTU Virtual Microscopic Simulation (VMS) to promote students’ conceptual change: A case study of heat transfer Contents Next

Virtual Microscopic Simulation (VMS) to promote students’ conceptual change: A case study of heat transfer

 

Firmanul Catur WIBOWO¹, Andi SUHANDI², NAHADI³, Achmad SAMSUDIN², Dina Rahmi DARMAN¹, Zulmiswal SUHERLI², Aceng HASANI⁴, Suroso Mukti LEKSONO⁴, Aan HENDRAYANA⁴, SUHERMAN⁴, Sholeh HIDAYAT⁴, Dede HAMDANI⁴, Bayram COŞTU⁵

¹Department of Physics Education, Universitas Sultan Ageng Tirtayasa, Serang, INDONESIA
²Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, INDONESIA
³Department of Chemistry Education, Universitas Pendidikan Indonesia, Bandung, INDONESIA
⁴Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, INDONESIA
⁵Program of Science Education, Faculty of Education, Yildiz Technical University, Istanbul, TURKEY

Email: firmanulcaturwibowo@untirta.ac.id

Received 17 May, 2016
Revised 5 Dec., 2017

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Contents

• Abstract
• Introduction
• Virtual simulations
• Macroscopic and microscopic of physics
• Conceptual change
• Methods
  • Research Design
  • Sample
  • Instrument
  • Learning materials
  • Media validation
• Data Analysis
• Findings
  • Analysis of Effectiveness of the Virtual Microscopic Simulation (VMS)
  • Analysis of Conceptual Change Category
  • Students’ Quantity Conceptual changes
• Conclusions
• References

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Abstract

Most students cannot understand the concepts of science concepts. The abstract concepts that require visualization help students to promote to the understanding about the concept. The aim of this study was to develop Virtual Microscopic Simulation (VMS) in terms of encouraging conceptual change and to promote its effectiveness connected to students’ understanding of the microscopic material of heat transfer. The sample consisted of 80 students’ whose age ranging from 19 to 21 years old. The VMS related to heat transfer was evaluated through a pre-, post-, and retention tests. The tests scores were analyzed using both qualitative and quantitative methods. The findings suggested that the VMS allows students’ to achieve the better understanding of their students’ understanding and their significance for the effectiveness of students’ understandings.

Keywords: Virtual Microscopic Simulation (VMS), Conceptual Change, Heat Transfer.