 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 12 (Dec., 2017) |
Physics concepts, in nature, consist of both microscopic and macroscopic properties (Gould & Tobochnik, 2010). Macroscopic properties could be observed and measured easily. Hence, macroscopic properties generally well understood. In reverse, microscopic properties could not be understood very well (i.e. misunderstanding or misconceptions. Physics studies many concepts both macroscopic and microscopic. Objects of macroscopic size are composed of elements of microscopic size that bind each other to form the structure of the object. The macroscopic properties of objects will be determined by the properties of the constituent microscopic elements. For example, metal objects have properties corresponding to the constituent nature of the elements of the metal elements. If a microscopic phenomenon can be understood then the macroscopic phenomenon will also be easy to understand. Unfortunately because of its invisible nature it is very difficult to understand this microscopic phenomenon. This limitation will lead to the comprehension of a non-comprehensive physical phenomenon (Wibowo, et al, 2017).
Physics is part of the Natural Science specifically studying the phenomenon of the inanimate nature or matter in the sphere of space and time. Natural phenomena are formed when there is an interaction between matters with energy. So physics actually studies the matter, energy, and interaction between the two. For example in everyday life there is an observed phenomenon that increases the temperature of a substance when heated. This event is actually an interaction between substances with heat energy that affect the increase in temperature of the substance. The results of empirical investigations indicate that there are several factors that affect the high low temperature rise of the substance when heated, among others, the mass of substances, heat of the substance type, and the amount of heat given. Macroscopically this condition can be understood because it is based on measurable quantities of observations. When there is a question as to why the mass of the substance, the heat of the substance type, and the amount of heat given influence the temperature rise of the object when heated, the observed data cannot provide sufficient explanation because what is studied is the object in the macroscopic level. To be able to answer the above questions required a more fundamental study to the microscopic level of the object. “The microscopic system is able to ease the help of macroscopic systems” (Gould and Tobochnik, 2010).
Physics learning is conducted at various levels of formal education as a means to study the concepts, principles, laws and principles and inter-conceptual interrelationships that occur in an observed physical phenomenon that leads to constructed conceptions in the minds of students. The quality of conception formed in the minds of students is very dependent on the learning process experienced (Suherman and Wibowo, 2017). Verbal learning will not produce a scientific conception in the minds of the students; instead it can lead to a misconception of conception called misconception. If the student has a certain conception and the conception is different from the scientific conception, then it is said the student has misconception (Kartal, 2011).
Learning that only through the process of listening lecture without doing anything else like taking notes, then contributed in the mastery of the material only by 5%. If followed by reading, then contributing to the mastery of the material by 10% and when learning with the help of audio-visual, it will contribute to the mastery of the material by 30% (The Higher Education Academy, 2008). The results of this study indicate that if students can visually see the physical material that is microscopic then the student will be easier to understand it and will avoid the construction of a misconception. Visualization of the movement of the water particles also enhances learners to more easily understand and to more meaningful conceptual development (Gould & Tobochnik, 2010).
The simulation media that can visualize the material or phenomenon of microscopic physics is required both for physics-oriented learning conception constructs as well as physics-oriented reconstruction of conceptions. Characteristics of physics learning construction of conception is the study of physics in which there is a process of constructing the conception of physics from the initial state that does not understand the concept of becoming a concept. Therefore, a concrete step in the process is needed that can construct knowledge and correct (reconstruct) the concept if it is not in accordance with the scientific context (Srisawasdi et al., 2014). Evidence has occurred construction of conception in a person can be seen from the level of understanding (level of understanding). Conception constructions carried out on physics learning using virtual simulations require conception constructs related to the level of understanding that the students know and how effective they are in reducing misconceptions (Saglam and Deveciogle, 2010). In the learning stages construction of lecturer, conception shows the phenomenon or event, the phenomenon that is written in the form of microscopic. The Microscopic of phenomenon using virtual simulation done in various stages of construction of conception construction. Therefore, the key word in the process of altering conception is the occurrence of cognitive conflict in the minds of students (Nieminen, et al. 2010).
In the literature, there have also been lots of studies (e.g. She 2003; 2004b) showing that the use of virtual simulation can remediate learners’ misconceptions and can provide in depth and sound understanding. Other obvious examples in science concepts as follows; Finkelstein, et al. (2005) showed that the use of virtual media can help learners in building-related conception of velocity and acceleration in the motion of projectiles; Atasoy & Akdeniz (2007) showed that the use of computer simulations in learning Newton's laws of motion can help reduce misconceptions that occur in learners; Trundle & Bell (2010) showed that simulation to draw scientific moon shapes or in their conceptions of the causes of moon phases. Miklopoulos and Natsis (2011), the three treatments were equally effective in facilitating desired conceptual change the use of simulation media on climate change materials to facilitate construction of the transformation in the conception in the minds of learners; Olympiou, Zacharia, & de Jong (2013) showed that the use of media simulation of light and color dispersion is effective in helping students to construct its conception so that the ability to understand can be improved; Srisawasdi & Kroothkean (2014) showed that the use of virtual simulation media on the concept of light waves could improve understanding of the concept of waves and the process of conceptual change students towards scientific conception.
Based on the findings of the research, the researchers determined the change of conception through the development of virtual simulation media for physics learning, as follows: (1) In the event of conduction, the heat flows because it is carried by the molecule of the moving substance. (2) At the time of thermal equilibrium is still the heat transfer occurs so that the temperature of different objects. (3) In convection heat transfer events, the rate of convection gets faster when water boils. (4) Objects that more quickly absorb radiation heat, will be more slow emitting radiation heat.
Some virtual media related to the subject of physics have been developed at the University of Collorado in the form of PhET Simulation which can be accessed and downloaded for free by the general public. This developed virtual media has been widely used by physics lecturers including in Indonesia from educational institutions at the secondary school to college level. However, not all the virtual media required for physics learning related to abstract and microscopic phenomena is available, there are still many virtual media related to the microscopic material of undeveloped physics, such as the simulation of the change of substance, the simulation of the working mechanism of heat transfer.
However, an idea to innovate in the development of virtual simulation. The availability of virtual media related to abstract and microscopic phenomena is believed to be very helpful in the process of construction and reconstruction of conception in the learning of physics, especially for microscopic teaching meters, therefore researchers are interested in developing virtual media that other researchers have not yet developed in the hope of contributing real in improving the quality of physics learning at various levels of secondary school and college level through the provision of one of the supporting tools of physics learning in the form of virtual media.
One of the application software that can be used to create a virtual simulation is Macromedia Flash 8 Some of the advantages possessed by this simulation can combine text, animation, sound and colour. This advantage can clearly visualize a microscopic phenomenon. In addition, Macromedia Flash 8.0 has facilities that can be optimized by students, teachers or lecturers.
Based on the problems and thought-thinking solutions described above, the researcher conducted the research Virtual Microscopic Simulation (VMS) to promote students’ conceptual change a case study of heat transfer concept.
