Developing e-refutation texts and dyads peer argumentation (eRT-DPA) to overcome momentum and impulse misconceptions
DOI:
https://doi.org/10.21067/mpej.v10i1.12816Keywords:
Dyads peer argumentation, Electronic refutation texts, Misconceptions, Momentum and impulseAbstract
This study aimed to develop electronic Refutation Texts and Dyads Peer Argumentation (eRT-DPA) as a learning resource for addressing high school students’ misconceptions concerning momentum and impulse. The study employed the ADDIE development model, which comprised the Analysis, Design, Development, Implementation, and Evaluation phases. The implementation involved 29 eleventh-grade students (13 male and 16 female students, ages 16 to 17 years) from a senior high school in Indramayu, Indonesia. The developed materials were evaluated by three experts using the Learning Object Review Instrument, while students’ conceptions were assessed using an 11-item four-tier diagnostic test and analyzed through conception-category percentages and Rasch Wright maps. Expert validation produced an average score of 4.30, indicating that eRT-DPA was feasible for implementation. Following the intervention, the proportion of responses classified as misconceptions decreased from 25% to 20%, while Partial Understanding increased from 41% to 46% and Sound Understanding increased from 22% to 23%. These descriptive changes suggest that eRT-DPA has potential as a structured conceptual intervention, although they should not be interpreted as definitive evidence of effectiveness. For physics teachers, eRT-DPA provides a practical framework for linking diagnostic assessment with targeted remediation. Teachers can identify specific misconceptions, present explicit refutations and scientific explanations, and engage students in structured paired discussions and reflection to reconsider their initial conceptions.
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