Investigating the Impact of Research-Based Learning on Conceptual Understanding in Thermal Conduction
DOI:
10.29303/jppipa.v11i9.12467Published:
2025-09-25Downloads
Abstract
This study investigates the impact of research-based learning on students’ conceptual understanding of thermal conduction. The research employed a one-group pretest-posttest design involving 20 pre-service physics teachers enrolled in a thermodynamics course. The research instrument used was a conceptual understanding test administered before and after implementing research-based learning. The Shapiro-Wilk normality test indicated that both pre-test and post-test data were normally distributed (p > 0.05). A paired samples t-test revealed a significant difference between pre-test and post-test scores (Sig. (2-tailed) = 0.000 < 0.05), suggesting that research-based learning effectively enhanced students’ conceptual understanding. Furthermore, the N-Gain analysis resulted in a score of 0.71, categorized as high, indicating a substantial improvement in students’ conceptual mastery. These findings suggest that research-based learning is an effective instructional approach in teaching thermal conduction, fostering deeper conceptual comprehension among students.
Keywords:
Conceptual understanding Pre-service physics teachers Research-based learning Thermal conductionReferences
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Hartanto, T.J., Dinata, P.A.C., Azizah, N., Qadariah, A., & Pratama, A. (2023). Students' science process skills and understanding on Ohm's law and direct current circuit through virtual laboratory based predict-observe-explain model. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(1):113-128.
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Johari, A. H. (2018, May). Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012032). IOP Publishing.
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Kudryashova, A., Gorbatova, T., Rybushkina, S., & Ivanova, E. (2016). Teacher’s roles to facilitate active learning. Mediterranean Journal of Social Sciences, 7(1), 460.
Liu, X., & Li, Q. (2011). Combination of the Research-Based Learning Method with the Modern Physics Experiment Course Teaching. International Education Studies, 4(1), 101-104.
Marcelina, S., & Hartanto, T. J. (2021). Correcting students’ understanding about simple direct current (DC) circuits through scientific approach. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 7(2), 153-160.
Nabil, N. R. A., Wulandari, I., Yamtinah, S., Ariani, S. R. D., & Ulfa, M. (2022). Analisis indeks Aiken untuk mengetahui validitas isi instrumen asesmen kompetensi minimum berbasis konteks sains kimia. Jurnal Penelitian Pendidikan, 25(2), 184-191.
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Nursofah, N., Komala, R., & Rusdi, R. (2018). The effect of research-based learning model and creative thinking ability on students learning outcomes. Indonesian Journal of Science and Education, 2(2), 107–112.
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Priantari, I., Suratno, S., Wahyuni, D., & Dafiq, D. (2021). Stem Education and Research-Based Learning Activities on Taste Roasted in Coffee. M. Fadilah et al. (Eds.): IcoBioSE 2021, ABSR 32, pp. 500–511, 2023.
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Redish, E., & Steinberg, R. (1999). Teaching physics: Figuring out what works. Physics Today , 52 (1), 24-30.
Resbiantoro, G., & Setiani, R. (2022). A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation. Journal of Turkish Science Education, 19(2), 403-427.
Rizaldi, D. R., & Fatimah, Z. (2023). Efforts to create an interesting and meaningful physics learning environment with a project-based learning model. AMPLITUDO: Journal of Science and Technology Innovation, 2(1), 7-13.
Sözbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature. Bogazici University Journal of Education, 20(1), 25-41.
Sudaryono. (2018). Metodologi penelitian. Depok: PT Raja Grafindo Persada.
Sugiyono. (2019). Metodelogi Penelitian Kuantitatif dan Kualitatif dan R&D. Bandung: Alfabeta.
Tipler, P. A., & Mosca, G. (2007). Physics for scientists and engineers. Macmillan.
Treagust, D. F., & Duit, R. (2018). On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser;: and Fuchs David F. Treagust and Reinders Duit. In Conceptual metaphor and embodied cognition in science learning (pp. 226-233). Routledge.
Tungkasamit, A. (2019). The Effect of Using Research-based Learning Model in History Practicum in School Course. Pedagogia: Jurnal Pendidikan, 8(1), 9-17.
Usmeldi, Amini, R., & Trisna, S. (2017). The development of research-based learning model with science, environment, technology, and society approaches to improve critical thinking of students. Jurnal Pendidikan IPA Indonesia, 6(2), 318–325.
Utami, L., Ilahi, D. P., & Ratih, A. (2024). Analisis Indeks Aiken untuk Mengetahui Validitas Isi Instrumen Scinetific Habbits of Mind. Journal of Research and Education Chemistry, 6(1), 59-59.
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