DEVELOPMENT OF SCIENCE TEACHING MATERIALS ON CHANGES IN THE STATE OF MATTER TO REMEDIATE MISCONCEPTIONS IN ELEMENTARY SCHOOL STUDENTS

Viki Muhammad Abdillah, Tarmidzi Tarmidzi, Nailah Tresnawati

Abstract


The phenomenon of material misconception of substance form change is still a systemic challenge in elementary schools due to the limitations of conventional teaching materials that fail to visualize particle mechanics. This Research and Development (R&D) research aims to develop and test the theoretical feasibility of narrative-contextual story-based science teaching materials "Learning Park" to remediate misconceptions of grade III students. Using the ADDIE model which is limited to the Analysis, Design, and Development stages, this product integrates the adventures of peers (Andi, Bagas, and Tina), simplification of macro-micro particle models, and local wisdom of crystallization of coastal salts to trigger cognitive conflicts. The scientific feasibility test (expert judgment) was carried out by 6 validators (3 UGJ expert lecturers and 3 practitioner teachers of SDN Mirat III). The results of the quantitative analysis showed that the product met the criteria of Very Valid/Feasible with an average score of 89.84%, including aspects of material substance (89.58%), instructional design (87.50%), language readability (87.50%), evaluation synergy (89.58%), and visual communication (94.44%). Qualitative inputs such as the analogy of the particle "child playing", the enlargement of the letter of the word balloon, and the reduction of background opacity by up to 35% have been accommodated. This teaching material is very suitable for use as a companion medium for student cognition recovery.

Keywords


Nature of science; socioscientific issues; transformative learning

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.11384

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