N.Y. Rustaman
Effort to overcome misconception had been conducted mostly using CRI and remedial teaching after having detected misconceptions and the causes of them. The focus of this study was to analyse the development of strategic teaching and learning in formal education after being detected the most often concepts misconceived by the students. One class of each level of students being engage with STEM-PjBL and DSLM in studying abstract concept in Life Sciences (Organization of Living system, Fungi, Evolution). Certainty Response Index (CRI) and Test of Logical thinking (TOLT) were used in data collection. In analysing data, the results of pre-test and post-test were analysed. It was found that nearly no misconception was found as very little students change into negative or disorientation, while students with change into positive was higher in percentage. Additionally, construction is very rare among the students, as they have learnt all the concept before. From these findings, it can be concluded that STEM-PjBL can prevent permanent misconception. Additionally, at college level Dual Situated Learning Model (DSLM) can be used in facing conflict situation to students as requirement for conceptual change to occur. © Published under licence by IOP Publishing Ltd.
Biology Education Department, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung, 40154, Indonesia
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