PRELIMINARY RESEARCH ON THE NEED FOR AN E-MODULE BASED ON COGNITIVE CONFLICT, INTEGRATING DEEP LEARNING AND LOCAL WISDOM TO REMEDY STUDENTS’ MISCONCEPTIONS REGARDING TEMPERATURE AND HEAT

Abstract

A correct conceptual understanding is a crucial aspect of physics learning, particularly regarding the abstract topics of temperature and heat, which often lead to misconceptions among students. This study employed Educational Design Research (EDR) using the Plomp development model and focused specifically on the preliminary research phase. The preliminary research involved 36 eleventh-grade students at SMAN 1 Lareh Sago Halaban and used a validated and reliable four-tier multiple-choice diagnostic test, interviews with physics teachers, and an analysis of instructional materials used in the school. The findings revealed that the majority of students (49.2%) were categorized as having misconceptions, while 23.9% demonstrated conceptual understanding and 26.9% did not understand the concepts. The highest percentages of misconceptions were found in the indicators of factors causing expansion in bimetals (69.4%) and the thermometric properties of objects (66.7%). Interview results indicated that teachers had not specifically identified students’ prior conceptions, while the instructional materials did not facilitate cognitive conflict, deep learning activities, or the integration of local wisdom. These findings indicate the need for an e-module based on cognitive conflict and integrated with deep learning and local wisdom to support the remediation of students’ misconceptions regarding temperature and heat