The Effect of Discovery Learning Model on Reducing Students' Misconceptions in Renewable Energy Material
DOI:
https://doi.org/10.33394/j-lkf.v13i2.17925Keywords:
Discovery learning, Misconceptions, Five-tier diagnostic test, Renewable energy, Quasi-experimentalAbstract
This study aims to determine the effect of the discovery learning model on reducing students' misconceptions about renewable energy. The research design is a quasi-experimental design with two sample classes selected using cluster random sampling, namely class X-2 as the experimental class and X-3 as the control class. The instrument used was a five-tier diagnostic test consisting of 20 questions that had been validated by validators and pilot-tested on students. The results showed that the average misconception rate among students in the experimental class before the intervention was 44.33%, and after the intervention, the average misconception rate was 24.53%. Thus, there was a 19.8% decrease in misconceptions in the experimental class. Meanwhile, in the control class, the average misconception rate of students before the treatment was 42.33%, and after the treatment, the average misconception rate of students was 31.17%, resulting in an 11.6% decrease in misconceptions. Based on the results of the one-tailed t-test on the posttest data, the tvalue was 12.0196, which was far greater than the ttable value of 2.000, so Ha was accepted. This shows that the discovery learning model has a significant effect in reducing misconceptions in renewable energy material compared to conventional learning.
References
Addido, J., Burrows, A., & Slater, T. (2022). Addressing pre-service teachers’ misconceptions and promoting conceptual understanding through the conceptual change model. Problems of Education in the 21st Century, 80(4), 499–515. https://doi.org/10.33225/pec/22.80.499
Akmam, A., Ahzari, S., Emiliannur, E., Anshari, R., & Setiawan, D. (2025). Enhancing science literacy through cognitive conflict-based generative learning model: An experimental study in physics learning. Social Science and Humanities Journal, 9(07), 8507–8522. https://doi.org/10.18535/sshj.v9i07.1934
Bahtaji, M. (2023). Examining the physics conceptions, science engagement and misconceptions of undergraduate students in STEM. Journal of Baltic Science Education, 22(1), 10–19. https://doi.org/10.33225/jbse/23.22.10
Camp, C., & Clement, J. (2010). Preconceptions in mechanics. https://doi.org/10.1063/9780735420571
Chambers, S., & André, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107–123. https://doi.org/10.1002/(SICI)1098-2736(199702)
Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66–71. https://doi.org/10.1119/1.12989
Hasan, M. (2025). The impact of augmented reality media on high school students’ critical thinking skills in physics. Jurnal Pendidikan Fisika, 13(3), 600–613. https://doi.org/10.26618/zsft6997
Kamilah, D., Muki, B., Aviyanti, L., & Suhandi, A. (2025). Review of misconceptions in physics among Indonesian high school students: Diagnosis, causes, and remediation. Momentum Physics Education Journal, 9(2), 251–263. https://doi.org/10.21067/mpej.v9i2.11187
Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students’ misconceptions about Newton’s laws through Four-Tier Newtonian Test (FTNT). Journal of Turkish Science Education, 16(1), 110–122. https://doi.org/10.12973/tused.10269a
Limiansih, K., Sulistyani, N., & Melissa, M. M. (2024). Persepsi guru SMP terhadap literasi sains dan implikasinya pada pembelajaran sains di sekolah. Jurnal Pendidikan MIPA, 14(3), 786–796. https://doi.org/10.37630/jpm.v14i3.1858
Liu, G., & Fang, N. (2023). The effects of enhanced hands-on experimentation on correcting student misconceptions about work and energy in engineering mechanics. Research in Science and Technological Education, 41(2), 462–481.
Milenković, A., Stevanić, J., & Zdravković, N. (2025). The impact of discovery-based learning with physical manipulatives in teaching the area of triangles and quadrilaterals on students’ achievement. Journal of Pedagogical Research, 9(3), 102–115.
Muttasyabiha, M. (2024). Analysis of the needs of cognitive conflict-based teaching materials integrated with augmented reality on heat. Physics Learning and Education, 2(3), 105–113. https://doi.org/10.24036/ple.v2i3.151
Mutia, S., Muliani, M., Ayunda, S. D., Ginting, F. W., & Abasa, M. (2025). Penerapan model Guided Discovery Learning (GDL) untuk mereduksi miskonsepsi siswa pada materi Hukum Newton. RELATIVITAS: Jurnal Riset Inovasi Pembelajaran Fisika, 8(1), 1–7.
Portal Data Kemendikdasmen. (2024). Rapor Pendidikan Indonesia: Sumatera Utara. Portal Data Kemendikdasmen. https://data.dikdasmen.go.id
Puspaningsih, A. R., Tjahjadarmawan, E., & Krisdianti, N. R. (2021). Ilmu pengetahuan alam. Pusat Kurikulum dan Perbukuan, Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi.
Ramadhana, N., Qamariah, N., & Saphira, H. V. (2025). The implementation of the discovery learning model using Higher Order Thinking Skills booklet media on students’ critical thinking ability. International Journal of Recent Educational Research, 6(1), 33–42.
Rosita, I., Liliawati, W., & Samsudin, A. (2020). Pengembangan instrumen Five-Tier Newton Laws Test (5TNLT) untuk mengidentifikasi miskonsepsi dan penyebab miskonsepsi siswa. Jurnal Pendidikan Fisika dan Teknologi, 6(2), 297–306.
Salamun, W., Widyastuti, A., Syawaludddin, I., R. N., I., Simarmata, J., Simarmata, E. J., et al. (2023). Model-model pembelajaran inovatif. Yayasan Kita Menulis.
Sitorus, D. M., & Dalimunthe, M. (2024). Pengembangan instrumen tes diagnostik five-tier multiple choice untuk mengidentifikasi miskonsepsi siswa pada materi kesetimbangan kimia. Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo, 9(1), 55–72. https://doi.org/10.36709/jpkim.v9i1.77.
Sripathi, S., & Shadreck, B. (2025). Bridging the gap in physics education: Investigating misconceptions and pedagogical strategies in Chongwe District’s secondary schools. AJMS, 4(S01). https://doi.org/10.47059/ajms/v4si01/01
Streveler, R., Litzinger, T., Miller, R., & Steif, P. (2008). Learning conceptual knowledge in the engineering sciences: Overview and future research directions. Journal of Engineering Education, 97(3), 279–294. https://doi.org/10.1002/j.2168-9830.2008.tb00979.x
Subekti, E. S., & Sunarti, T. (2020). Penerapan model pembelajaran guided discovery untuk menurunkan tingkat miskonsepsi siswa pada materi kalor di SMAN 1 Menganti Gresik. Jurnal Inovasi Pendidikan Fisika (JIPF), 5(3), 142–147.
Thornton, R., & Sokoloff, D. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338–352. https://doi.org/10.1119/1.18863
Wells, J., Henderson, R., Stewart, J., Stewart, G., Yang, J., & Traxler, A. (2019). Exploring the structure of misconceptions in the Force Concept Inventory with modified module analysis. Physical Review Physics Education Research, 15(2), 020122. https://doi.org/10.1103/physrevphyseducres.15.020122
Wells, J., Henderson, R., Traxler, A., Miller, P., & Stewart, J. (2020). Exploring the structure of misconceptions in the Force and Motion Conceptual Evaluation with modified module analysis. Physical Review Physics Education Research, 16(1), 010121. https://doi.org/10.1103/physrevphyseducres.16.010121
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ermila Sari Siregar, Juniar Hutahaean, Nurasyah Dewi Napitupulu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Lensa: Jurnal Kependidikan Fisika agree to the following terms:
- For all articles published in Lensa: Jurnal Kependidikan Fisika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
