TOJET: The Turkish Online Journal of Educational Technology, vol.16, pp.347-356, 2017 (Scopus)
This research investigated the use of cognitive conflict strategy aided with virtual simulation and analogy in
conceptual change oriented-physics learning on Direct Current Circuits. Thoughis pre-experimental method
involved 38 pre-service elementary teachers at a university in the Riau province, Indonesia. They were taught by
using cognitive conflict strategy aided with virtual simulation media and analogy. Virtual simulation by using
media was done at conception and scientific explanation stages. And then analogy was done at new concept
reinforcement stage. The research instrument used was a direct current circuit concept test in Three-Tier Test
format. The test was used before and after the cognitive conflict strategy implementation. The results show that before treatment the majority of college students have misconceptions abot parallel electrical circuit, battery
functions in an electric circuit and the bulbs lighting process in an electric circuit. The results also show that the
application of cognitive conflict strategy aided with virtual simulation and analogies is highly effective in
reducing the quantity of students who have misconceptions on three reviewed direct current circuit concepts.