IMPLEMENTATION OF CONCEPTUAL CHANGE LEARNING MODEL IN PHYSIC FOR REMEDIAL OF MISCONCEPTIONS AND ENHANCING PRODUCTIVE HABIT OF MIND CLASS X2 SMA NEGERI 2 SINGARAJA ACADEMIC YEAR 2010/2011

ARTIKEL By NI PUTU AYU HERVINA SANJAYANTI NIM: 0713021013 PHYSIC EDUCATION DEPARTMENT MATEMATHIC AND SCIENCE FACULTY GANESHA EDUCATION UNIVERSITY MAY 2011 ABSTRACT This classroom action research aims to 1) implement a model of conceptual change learning, 2) remediation of students misconceptions, 3) to describe students Productive Habit of Mind, and 4) describe the responses of students to the application of conceptual change learning model. The research was conducted in class X2 SMA Negeri 2 Singraja second semester of the school year 2010/2011, it is consisting 31 student of 16 male students and 15 female students. The object of this study is students' misconceptions. The research are conducted in two cycles of learning; with the stages in each cycle are planning, action, observation/evaluation, and reflection. Data collected in this study collected with misconceptions remedial test containing questions for the subject of physics misconceptions is temperature and heat. Tests are arranged in the descriptions form of 15 items in phase I and phase II on 10 items. Data of Productive Habit of Mind include self-regulation, critical thinking, and creative thinking, and collected from the questionnaire. Student responses data collected using the questionnaire. This study is successful if it acquired 60% of the percentage change misconceptions, Productive Habit of Mind minimal categorized is productive, and positive student responses categorized is minimal. The data has been collected it, then its analyzed descriptively. The analysis showed 1) students' misconceptions change in Phase I is 56.60% and in phase II to be 82.04%; 2) students Productive Habit of Mind with an average score 83.78 and are on a productive category, and 3) student responses to the application of learning models of conceptual change in learning physics is an average score 84.78 and is on the positive category. Key words: conceptual change learning model, misconceptions, Productive Habit of Mind INTRODUCTION Background Issues The Government is being intensively incessant efforts to improve the quality of education in this globalization. One of the efforts the government has done is to refine the Kurikulum Tingkat Satuan Pendidikan (KTSP) had been developed and implemented as a refinement of the KBK, with the aim of ensuring the achievement of national education goals. The reality on the ground shows that what expected as mentioned above not implemented optimally. This is according to interviews with head master and physics teacher at SMA N 2 Singaraja. Although KTSP has nearly three years applied in each educational unit, but the quality of science education in particular physics cannot said to have increased. It is like that happened in class X2 SMA Negeri 2 Singaraja. Students in the class X2 SMA Negeri 2 Singaraja was less interested in learning physics. This according to the observations researchers in SMA Negeri 2 Singaraja that the learning outcomes achieved by students on the subjects of Physics are still low. Based on early studies in this class revealed that the achievement of understanding the concept and implementation of the concept of X2 grade students at SMA Negeri 2 Singaraja in daily tests based on the value of the academic year 2010/2011 has not been optimized as shown in Table 1.1. Tabel 1.1 Student Results Data CLASS X2 Aspect Daily test 1 2 High value 80 80 Lowest value 20 60 average 54 71,50 Frequency value of 75 to the top 6 27 Frequency value below 75 25 4 exhaustiveness classical 18,75% 80% (Source: list value of class X2 SMA Negeri 2 Singaraja 2011) Based on observations in the PPL-Real on learning in the class X2 SMA Negeri 2 Singaraja school year 2010/2011, interviews with teachers was teaching in the class concerned, and giving a questionnaire to students, it was revealed several factors that cause low student learning outcomes are as follows. First, at the beginning of learning, students' prior knowledge not been explored in an optimal fashion, so that teachers do not know whether the conception of students have been appropriate or still have misconceptions. Second, the process of learning is still teacher- centered, so the involvement of students in the learning process is very less, so the teacher will not be able to monitor whether students Productive Habit of Mind has increased or not. Third, the provision of physical meaning is still not visible. In accordance with the results of a questionnaire given to students, most students said that studying physics is difficult and tedious as they relate to memorize formulas which are so numerous and complicated. Fourth, the low level of awareness in learning. This is evident from the results of analysis of questionnaires from 31 students there are 18 students stated that he was not prepared to learn early before starting the learning process in class and 8 students declared sometimes to learn or not depends on the level of difficulty of material, and 5 students who states that routinely learning. Fifth, the students reflected the lack of understanding the concept of the value of daily tests that have been followed by the students as shown in Table 1.1. There is still a student who scores below the minimum completeness criteria of 75. Based on the above, researchers are motivated to conduct classroom action research to address problems that arise in the class for researchers conducted observations. Researchers propose a study titled Implementation of Conceptual Change Learning Model in Physic for Remedial of Misconceptions and Enhancing Productive Habit of Mind Class X2 SMA Negeri 2 Singaraja Academic Year 2010/2011. Problem Formulation Based on the background of the above problems, the main problems will be solved through this action research namely 1) How to implement conceptual change learning model in class X2 SMA Negeri 2 Singaraja academic year2010/2011? 2) Is the implementation of conceptual change learning model capable to remedial the student’s misconceptions in the class X2 SMA Negeri 2 Singaraja academic years 2010/2011? 3) How student is Productive Habit of Mind of the physics in the class X2 SMA Negeri 2 Singaraja academic year 2010/2011? 4) How many of the student’s responses in the class X2 SMA Negeri 2 Singaraja school year 2010/2011 on the implementation conceptual change learning model? Research Objectives Based on the above formulation of the problem, then the purpose of this study is, to implementation of Conceptual Change Learning Model in class X2 SMA Negeri 2 Singaraja academic year 2010/2011, to remediate of misconceptions in classX2 SMA Negeri 2 Singaraja academic year 2010/2011 through Conceptual Change Learning Model, to describe the physics of student Productive Habit of Mind in class X2 SMA Negeri 2 Singaraja academic year 2010/2011 through Conceptual Change Learning Model implementation, student responses describing in the class X2 SMA Negeri 2 Singaraja academic year 2010/2011 on the implementation of Conceptual Change Learning Model. Benefits of Research The benefits of this action research is, through the implementation of the conceptual change model of learning that is the confrontation of problems related to misconceptions by providing contextual examples, can remediated the misconceptions and provide the opportunity for students to ask the opinion in accordance with the prior knowledge he already has. Besides the implementation of the conceptual change model of learning, especially in the provision of text denial and confrontation problems can provide benefits to high school physics teacher as an innovative alternative learning model that is able to enhance student understanding. This is because at the time of the study researchers collaborate with teachers in teaching. Furthermore, researchers were also able to develop themselves by practicing the theories that had obtained through demonstrations and analogies, so it can remediate the misconceptions and enhance students' Productive Habit of Mind, and gain direct experience of the procedures to conduct research, especially research class action. STUDY REFERENCES Constructivist Learning Costu et al. (2010) states one of the important role of teachers in the classroom, not only provide knowledge to students, but helping students to construct their own knowledge through learning experience. Constructivist learning theory emphasizes new knowledge builds on existing knowledge. According to constructivist theory, one of the most important principle in the learning process is that teachers not only impart knowledge to students but students must construct their own knowledge in his mind (Trianto, 2007). Baharuddin et al (2007) adds that notion, constructivist, learning is a process of knowledge formation by considering students' prior knowledge possessed. Mac Kinnon et al. (2010) expressed the view constructivism acknowledges the existence of prior knowledge held by students before participating in learning in the classroom. Based on this view, students no longer viewed as a blank paper, which can write anything and do not understand anything before the process of learning in the classroom. Furthermore, Suparno (1997) adds that students should been understood as a subject of learning that already has prior knowledge before learning takes place. Based on the view of constructivism, then prior knowledge that one has very important role in the formation of scientific knowledge during the learning process takes place. Prior knowledge is knowledge gained from everyday experience or prior learning (Aryulina, 2004), while Nur & Retno (2000) states that prior knowledge is a collection of individual knowledge and experience gained throughout the course of their lives, and what he take on a new experience. Conceptual Change Learning Model Conceptual change model assumes that each student who will follow in the classroom learning has undergone a misconception. Misconceptions that need to remediate by giving an explanation through demonstrations, examples of the correct match by providing general concepts (Cakir, 2008). So, in the mind of every student is there a cognitive structure that varies from one student to another student. Furthermore Pines (Cakir, 2008) adds that the cognitive mind, the power to know, consciousness, concept, focus on a person's knowledge, therefore, more emphasis on the cognitive structure of concepts, cognition, understanding and ideas of someone about something. Hewson (1981) suggested two main components in the conceptual change model, namely 1) setting the circumstances, is believed to determine the status of the concept in a conceptual change, and2) a person's conceptual ecology within the context in which conceptual change occurs. This can affect the process. Furthermore, Posner et al. (in Dole and Sinatra, 1998) identifies four fundamental variables in conceptual change that is dissatisfied in which learners must be dissatisfied with the concept he had. Intelligible which learner’s are areas that new concepts can be understood? Plausible that learners feel that the new conception obtained are reasonable. Fruitful which learners can find the usefulness of newly acquired concepts. Posner et al. (in Cakir, 2008) states there are four critical variables in a conceptual change model as shown in Figure 2.1. Based on Figure 2.1 can be explained the process of conceptual change in students' cognitive structures as follows. First, the students prior to follow the learning process have to have prior knowledge different for each individual. In this condition, learners tend to retain the initial conception held and difficult to make changes. If the initial conception is in line with the scientific conception, there will be a process of assimilation on students that is mutually reinforcing the concept that an existing concept more solid. How to change the alternative conceptions to scientific conceptions is to provide a new concept to the students through the process of dissatisfaction, intelligible, plausible, and fruitful (Dole & Sinatra, 1998). Second, should the new conception must meet four requirements to be able to inspire learners are still misconceptions, namely 1) dissatisfactions, 2) intelligible, 3) plausible, and 4) fruitful. If students are able to pass through four stages, then the student it has said to undergo a process of accommodation. The new conception must be able to grow the motivation for the students that the initial conception of the misconceptions is not appropriate to explain a concept that can be learn so that they appear in the student discontent against the preconceptions held. Third, the new conception must be clear and easily understood (intelligible) and meaningful for students. After the students have owned dissatisfactions of conception so that they will experience disequilibrium. In this condition, students will want to change the conception of a new beginning if conception has a strong alibi, and believed. Fourth, students should find that the new concepts presented should be reasonable (plausible) and the corresponding facts (truthful) so that the cognitive structure of students' emerging beliefs about the new concept. Therefore, new concepts presented must be consistent and have a relationship with other concepts in explaining a phenomenon that occurs so that seems reasonable. Fifth, students should be confident that the new conception of the study is useful (fruitful). The new concept should be able to solve the actual problems faced by students who cannot be solved by old concepts so that students increasingly feel the usefulness of these new concepts. Descriptors each of these stages as shown in table 2.1. Table 2.1 Description of variables in Conceptual Change Learning Model Variable Descriptions Intelligible I must know the meaning of that concept I should be able to describe the concept that the language itself. I can give examples. I can find a way to present my ideas to other friends. Plausible This concept must be meaningful to me. I have to believe that the concept was happening in everyday life. Fruitful First, it must be meaningful concept. This concept must be reasonable. I can realize that the concept was useful. I can apply it to the other concepts. The new concept gives me new ideas to conduct an investigation or exploration. The new concept is a better explanation of something. Adapted from Hennesey (in Cakir, 2008) The Stages of Conceptual Change Learning Model Baser (2006) suggested statistically about the providing of cognitive conflict based physics instruction, showed a higher yield compared with traditional physics instruction (conventional). Here presented the stages of Conceptual Change Learning Model, combined with Permendiknas. No. 41 year 2007 as shown in Table 2.2. Table 2.2 The Syntax of Conceptual Change Learning Model Learning Syntax by Permendiknas No.41 year 2007 The syntax of conceptual change learning model Exploration 1. Exploring students' prior knowledge 2. Presenting problems associated with the contextual 3. Giving students the opportunity to respond to problems presented 1. Serving conceptual and contextual issues 2. Confrontation misconceptions associated with these issues Elaboration 1. Provide opportunities for students to conduct experiments 2. Guide students to identify the events that occurred at trial and in the contextual linking. 1. Confrontation following rebuttal analogy strategies demonstrations or counter-examples 2. Proof of concept and principles of scientific 3. Serving the material and contextual examples Confirmation 1. Provide feedback and reinforcement in the form of verbal, cues, the students 2. Providing the problems in the form of exercises 1. Confirmation through the questions to expand the understanding and implementation of knowledge were significantly (Syntax adaptation of conceptual changes learning model with syntax of Permendiknas No.41 of 2007) Suparno (2005) states that the strategy used in the learning process by using strategy of denial, followed by cognitive conflict, is demonstrations, analogies, confrontational, and counter- examples. Misconceptions According to Berg (1991) conception of the students are always different from the conception physicists. Physicists’ conception in general more complex, more complicated, involving more relationships between concepts than students. If the conception of students with a simplified conception of physicists, the conception of students cannot called wrong, but if the conception of students opposed to the conception of the physicist said to be a misconception (misconception). Novak (1984) states that misconceptions as the interpretation of concepts in a statement that cannot be accepted. Furthermore, Brown (2005) considers misconceptions as a naive view and defines misconceptions as an idea that is incompatible with the scientific conception. Baser (2006) adds that misconceptions or alternative concepts arising from the initial experience and the wrong interpretation of existing information, naive form of understanding that is inconsistent with the views of experts. Misconceptions Sources That occurs in students' misconceptions can vary according to the sources of misconceptions. The results Sadia (2004) reveals that the misconceptions in students could occur because of errors in previous learning process and continue to take by students. In addition, misconceptions occur regardless of age learners, although learners have different ages, but tend to have common misconceptions of scientific topics (Balci, 2004). Furthermore, Suparno (2005) suggests there are five factors that lead to misconceptions in students, is students, teachers, textbooks, context, and teaching methods. Productive Habit of Mind Some experts developed the concept of learning about learning, including Marzano describes learning activities will be effective if the five dimensions of learning are described as follows: Figure 2.2 Dimensions of Learning Model (Adapted from Marzano, 1992) Furthermore, Marzano (1992) suggests Productive Habit of Mind include self-regulation, critical thinking, and creative thinking. The characteristics of a person who has the competence of self-regulation, is to have self-awareness, like planning, understanding of the resources required, sensitive to feedback, capable of evaluating the effectiveness of the actions themselves. The characteristics of a person who have competence in critical thinking, is carefully, and thoroughly, like clarifying, open, emotionally stable, immediate action when the situation requires, likes to ask, respecting the feelings and opinions of others. The characteristics of people, who have the competence to think creatively, are resilient tasks, realizing the limitations of his knowledge and ability have personal standards to achieved in the study, generate new ways to achieve the standard. Relevant Research Some relevant research associated with this research, is the first, the research conducted by the implementation Widiarini conceptual change learning models in an attempt to remediate misconceptions and increase understanding of physics concepts class X2 SMA Negeri 1 Seririt academic year 2009/2010. The results of this study indicate changes in the conceptual model of learning may increase learning outcomes and understanding of physics concepts,and to remediate student’s misconceptions. Second, research conducted by Pabuçcu, A. & Geban, about remediating misconceptions concerning chemical bonding through conceptual change text. Results of this study indicate difference in students’ physics learning outcomes significantly between experimental group’s with access to the conceptual change text oriented instruction and the control group with traditional instruction methods. Third, research conducted by Ipek, H., & Calik, M. is combining different conceptual change methods within a four-step constructivist-teaching model about presenting different combinations to change the method of conceptual models in a four-step constructivist teaching. This research provides results that can enhance learning conceptual change students' motivation and activeness. Mindset Conceptual change learning model as an alternative constructivism-learning model is able to provide opportunities for students to construct new knowledge through cognitive conflict strategies. A student will feel dissatisfied with the new conception is accepted, so that the necessary scientific facts to prove a concept. Thus, a new conception must be comprehensible and understandable (intelligible) by students to be able to construct new knowledge that is memorable for students. The new conception must also be reasonable (plausible) to be well received by students. In addition, a new concept to be useful (fruitful) to explain the problems encountered in new situations. In this condition, it is necessary to change the conceptual model that is able to facilitate students to construct their own knowledge so that the concept still labeled old misconceptions turned into a scientific conception. Conceptual change learning model designed by linking between the stages with the principles. Provision of contextual examples of natural phenomena and scientific proof of concept will be able to give meaning and beneficial to students. Through the implementation of the Conceptual, change-learning model expected to change the misconceptions that students experienced the scientific conception so that it can minimize students who have misconceptions. Conceptual change learning model also expected to increase habituation productive thinking physics students in learning through practical activities and demonstrations. Productive thinking is important in learning, because habituation would help them learn themselves about what they want to know. Students can said to learn the most effective when students have been able to develop the habit of thinking that led to them so that they can think critically, think creatively, and can regulate the behavior itself. So through the implementation of the Conceptual change learning model is expected to remediate misconceptions and enhance habituation productive thinking, as well as student responses to the learning model Conceptual minimal positive changes. Action Hypothesis Based on the study of theory and frame of mind, which have described, the hypothesis can formulated as follows. 1) Implementation of Conceptual Change Learning Model can to remediate students misconceptions in the class X2 SMA Negeri 2 Singaraja academic year2010/2011. RESEARCH METHODS Types of Research This study uses classroom action research design is based on Kemmis and Taggart research (in Sukardi, 2003) it is from the planning phase, action, observation / evaluation, and reflection. Classroom Action research aims to remediate of student misconceptions and increase Productive Habit of Mind students of physics in the class X2 SMA Negeri2 Singaraja academic year 2010/2011, which is implemented in two phases (phase I and phase II). Subjects Research This class action research subjects are all students in grade X2 SMA Negeri Singaraja academic year 2010/2011, which amounted to 31 people consisting of 15 male students and 16 female students. Object Research The object of this class action research is misconception students, Productive Habit of Mind, the student response, and conceptual change-learning model. Action Research Procedure Research conducted class action consists of two phases (can be seen in Figure 3.1). Each cycle divided into 4 stages of activities, namely: (1) planning, (2) actions, (3) observation/evaluation, and (4) reflection. Distributions of material in each phase based on the connection between the basic competencies and indicators of student achievement. The details of the material in each cycle can see in Table 3.1. Figure 3.1 Two Phase of Action Class Implementation Flow Prediction (Adapted from Kemmis and Taggart in Sukardi, 2003) Table 3.1 Details of Activities in Each Phase Phase Teaching Material Activity Time I misconceptions test Following the test 1 lesson hour Temperature and Thermometers Equality Demonstration, students work on worksheets, quizzes 2 lesson hour Substance expansion Experiments, discussions and student work on worksheets 2 lesson hour Being a change Materials Demonstration, students work on worksheets, quizzes 2 lesson hour End of test phase Following the test 3 lesson hour II Misconceptions tests Following the test 1 lesson hour Black principle Demonstration, students work on worksheets, quizzes 3 lesson hour Calor transfer Experiments, discussions and student work on worksheets 2 lesson hour End of test phase Following the test 2 lesson hour Description: 1 Lesson hour = 45 minutes Data Collection and Research Instrument Technique Data collection techniques used in research conducted in grade X2 SMAN 2 Singaraja can see in Table 3.2. Table 3.2 Data Collection Technique No Data Types Data Source Research Instruments Time 1 Remediated of Misconception student 15 (phase I) and 10 (phase 2) items test remediate of misconceptions in the form of descriptions At the beginning of the meeting and final meeting of each phase 2 Productive Habit of Mind student Questionnaires of productive thinking At the end of Phase II meeting 3 Student Feedback student Questionnaires End of phase II Students to think productively explored using a questionnaire developed productive thinking of the 14 indicators of productive thinking. In Table 3.3 presented the lattice questionnaire productive thinking. Table 3.3 Grid Questionnaire for Productive Thinking Aspect Indicators Statement Amount Self Regulation a. Having self-awareness 1,14,24,28,30 5 b. Like planning 3,15,31,37 4 c. Abundance of resources needed 5,18,40 3 d. Sensitive to feedback 4,17,39 3 e. able to evaluate the effectiveness of the actions themselves 2,16,34,36 4 Critical Thinking a. have the accuracy and thoroughness 7,21,26,43 4 b. like to clarify, open, emotionally stable 19,9,42,45 4 c. immediately took this step when the situation requires 20,35,38 3 d. likes to ask 8,23,44 3 e. Appreciate the feelings and opinions of others 6,27,29,41 4 Creative Thinking a. Tough tasks 12,32,50 3 b. Recognizing the limitations of their own knowledge and abilities 10,25,46 3 c. Have personal standards to be achieved in learning 13,33,48,9 5 d. Generating new ways to achieve the standard 11,22,47 3 The final stages of implementation measures, students were give a questionnaire that serves to explore students' responses to the implementation of the Conceptual Changes Learning Model during the process of learning in the classroom. Criteria for assessment of response using a Likert scale as shown in table 3.4. Table 3.4 Student Assessment Response Format Choice Positive Statement Negative Statement Very Agree 5 5 Agree 4 4 Enough 3 3 Less Agree 2 2 Disagree 1 1 Data Analysis Technique Changes in Student Misconceptions Change data were analyzed descriptively student misconceptions, namely by finding the percentage decrease in the number of students who have misconceptions on the test early misconceptions with misconceptions final test for each question item. This research is successful if the change misconceptions experienced by student is after the implementation of conceptual change learning models for each of the items about to reach 60%. These criteria are in accordance with the criteria of entry threshold (Read, in Santyasa et al., 2008). Percentage Change misconceptions experienced by students in each phase by using the equation: Description: = Percentage of students in the early misconceptions each phase = Percentage of misconceptions students at the end of each phase Productive Habit of Mind Productive Habit of Mind descriptive analyzed of students Data and guidelines for classification of Productive Habit of Mind student conversion can see in Table 3.5. Table 3.5 Guidelines for conversion of student’s productive thinking Skor Qualitative of Productive Thinking MI + 1,5 SDI X< MI +3 SDI Very productive MI + 0,5 SDI X< MI +1,5 SDI Productive MI - 0,5 SDI X< MI +0,5 SDI Quite productive MI - 1,5 SDI X< MI -0,5 SDI Less productive MI - 3 SDI X< MI -1,5 SDI Very less productive (Nurkancana, 1990) Description: MI: Mean ideal SDI: Standard deviasi ideal Where: MI = ½ (highest score + lowest score), and SDI = 1/3 (MI) The guidelines classification of student responses to the application of the conceptual change learning model in learning physics that have been carried out represented by Table 3.6. Table 3.6 The guidelines Classification for Students Productive Habit of Mind No Criteria Category 1 90 X< 120 Very productive 2 70 X< 90 Productive 3 50 X< 70 Quite productive 4 30 X< 50 Less productive 5 0 X< 30 Very less productive Success criteria for student responses are if the data obtained from the analysis of the results of at least productive. Student Feedback Classification of student response categories defined by the five levels as shown in Table 3.7. Table 3.7 Classification of Response Criteria for Students No Criteria Category 1  MI + 1,5 SDI very positive 2 MI + 0,5 SDI   MI + 1,5 SDI positive 3 MI – 0,5 SDI   MI + 0,5 SDI quite positive 4 MI – 1,5 SDI   MI – 0,5 SDI less positive 5  MI – 1,5 SDI very less positive (Nurkancana, 1990) Formula for MI and SDI are: MI = ½ (highest score + lowest score) SDI = 1/6 (highest score + lowest score) Total student responses statement items is 20 items response statement. Based on this can be determined the ideal highest score is 100 and the ideal lowest score is 20. The guidelines classification of student responses to the application of the conceptual change learning model in learning physics that have been carried out represented by Table 3.8. Table 3.8 Classification the guidelines Student Responses No Criteria’s Categories 1  90 very positive 2 70   90 positive 3 50   70 quite positive 4 30   50 less positive 5  30 very less positive Success criteria for student responses is if the data obtained from the analysis of minimal positive results. RESULTS AND DISCUSSION The results of phase I Research Overall percentage change misconceptions and scientific conceptions of students can present in Table 4.2 and Figure 4.1. Table 4.2 Analysis Results Percentage of Students Conceptions Summary in phase I Percentage of conception (%) Reduction of misconceptions (%) Improvement Of Scientific Concepts (%) Misconceptions Scientific concept Start End Start End 56,48 (16 students) 24,51 (5 students) 15,91 (8 students) 69,88 (23 students) 68,00 53,97 Figure 4.1 Analysis Results Percentage of Students Conceptions Summary in phase I Based on Table 4.3 servings, can be stretched interpretation that states that the reduction of misconceptions (misconceptions of test results minus the initial misconceptions final test results) experienced a pretty good student in improving students' understanding of concepts. The results of phase II Research Changes in Student Misconceptions Overall percentage change in student misconceptions and scientific conceptions can present as Table 4.4 and Figure 2. Table 4.5 Analysis Results Percentage of Students Conceptions Summary in phase II Percentage of conception (%) Reduction of misconceptions (%) Improvement Of Scientific Concepts (%) Misconceptions Scientific concept Start End Start End 53,86 (17 students) 9,67 (4 students) 42,25 (13 students) 92,01 (23 students) 82,00 53,97 Figure 4.2 Analysis Results Percentage of Students Conceptions Summary in phase II Based on Table 4.4, can be stretched interpretation that states that the reduction of misconceptions (misconceptions of test results minus the initial misconceptions final test results) and an increase in scientific conceptions experienced by students quite well in improving students' understanding of concepts. Students Productive Habit of Mind Habit of Mind was collected using questionnaires given to students at the end of phase II. Based on the analysis of the questionnaire scores, obtained an average score of students at 83.78 with a standard deviation is 7.87. The data obtained presented in Appendix 45. Distribution of habituation to think productively in each category are presented in Table 4.5 and Figure 4.3. Table 4.5 Students Productive Habit of Mind Profile No Range of Scores Frequency Percentage Category 1 90 X< 120 20 65,4% Very productive 2 70 X< 90 11 34,6% Productive 3 50 X< 70 0 0,00% Quite productive 4 30 X< 50 0 0,00% Less productive 5 0 X< 30 0 0,00% Very less productive Figure 4.3 Analysis Results of Students Productive Habit of Mind Student Feedback Student responses to the application of conceptual change learning model in the learning process collected by using questionnaire responses given to students at the end of phase II. Based on the analysis score student responses, found the average student score is84.78 with a standard deviation is 7.67. Student response data obtained are presented in Appendix 45. Distribution of student responses in each category are presented in Table 4.6. Table 4.6 Students Profile against Learning Response of conceptual change learning model No Range of Scores Frequency Percentage Category 1  90 19 59,4% very positive 2 70   90 12 40,6% positive 3 50   70 0 0,00% quite positive 4 30   50 0 0,00% less positive 5  30 0 0,00% very less positive Student Percentage responses to the learning process of a conceptual change learning model is presented in Figure 4. Figure 4.4 Percentage Responses against Students Learning Process Based on predefined criteria, the average response obtained X2 graders SMA Negeri 2 Singaraja is in the positive category. DISCUSSION This research has-been conducted over two phases in class X2 SMA Negeri 2Singaraja academic year 2010/2011 in the second semester to the subject of temperature and heat. The results showed an increase to changes in misconceptions, and Productive Habit of Mind through the application of learning models conceptual change in learning physics. The efforts made through this research is to implement conceptual change learning model that consists of two phases, namely phase I and phase II. Results seen in Phase I are the conceptions of these students are already in the form of a scientific concept, the average proportion of students' scientific conception is as much as 43.00%. However, most of these students' conceptions still labeled as misconceptions 56.48% (16 people). In addition, it was revealed several types of students to the material conception of temperature and heat of the I which includes temperature and equality thermometers, expansion of substances, and changes in states of matter in phase I. The implications of the implementation of the learning process with conceptual change learning model is exposed to some type of student conceptions of the same material at the end of phase I. The result, the percentage of scientific conceptions of students increased to 53.97% while the misconception of students was reduced to 24.51% (5 people) at the end of phase I. This shows change student misconceptions of 68.00% of the initial phase I through the end of phase I. Although there has been considerable change misconceptions, according to the minimum requirement of entry threshold is 60%, but the change is still relatively small. This is because there are still obstacles to the implementation of the learning model of conceptual changes in phase I. this is the necessary repairs to the problems and constraints encountered as follows. First, the change in mindset and behavior will be difficult to occur in individuals who are inert, so that attitudes such as waiting for the teacher's instructions, and the habit of hearing the lecture is still the dominant visible at the time of learning with the application of conceptual change learning model. This obstacle could improve by greater emphasis on contextual concepts in students, and a closer relationship with students. Second, students who are active dominant only person that is all. This is because it is impossible to ask all students to voice their opinions one by one in response to the problems presented. As a result, the temperature measurement object with a pointed demonstration conducted in a representative group to do so. Third, the one that owned by the students is still limited. Students become less than optimal in preparation of materials to given before learning takes place. However, researchers have informed that the material will studied at the next meeting. In addition, researchers facilitate the students by providing a text description of the denial that contains material that will studied on that day. Based on the improvements that have done, then in phase II obtained an increase in the percentage change of students' misconceptions of 82.35%. The results of data analysis in Phase II misconceptions students showed that before the students got a lesson about the temperature and heat part II, students have had conceptions associated with the concept. Conceptions students have had a scientific concept; the average percentage of students' scientific conception is as much as 67.63%. However, some students’ conceptions still labeled misconception, misconceptions percentage of students is as much as 53.86% (17 people). Having given the learning process with conceptual change learning model, then at the end of phase II revealed several types of student conceptions for the same material. The results, the percentage of students’ scientific conceptions to 48.76%, while the misconceptions students to be 9.67% (4 people). This indicates change misconceptions of 80.00%. These results indicate there has been a great misconception change despite the application of conceptual change learning models have not been able to remediated of students misconceptions to100%, but this research is successful because it exceeds the proportion of changes that occurred have exceeded the minimum requirement of entry threshold 60%. The findings are consistent with the results of research conducted by Mariawan (2002), in his research entitled "Application of a conceptual change strategy with a realistic approach in teaching science (physics) to reduce students misconceptions in class II of Junior High School LAB IKIP Negeri Singaraja". The results showed that through the application of conceptual change strategies with a realistic approach can increase the proportion of students who have a scientific conception and can reduce the proportioned students who misconceptions. This matching its seen in research conducted by Widiarini (2010), in his research entitled "Application of a Conceptual Change Learning Model to Remediated Misconceptions, Increase Understanding of Physics Concepts, and Learning Outcomes of High School Students" who found that students enjoy participating in the learning with the conceptual change model. This suggests that the learning of physics by applying the conceptual change model of learning is very suitable to applied; it gets a positive response from students. Based on the description of the results of these studies obtained a satisfactory outcome to the application of Learning Model Conceptual Change as an effort to change misconceptions, increase productive habit of mind X2 graders SMA Negeri 2 Singaraja school year 2010/2011. However, during the process of implementation in the classroom is concerned, there are some constraints or deficiencies encountered during the process of learning physics with application of Conceptual Changes Learning Model in this study, as already explained above. In addition to analyzing of misconceptions remediated, the implementation of this conceptual change-learning model also seeks to increase productive habit of mind, and to know the students' responses to conceptual change learning model. Data collected of productive habit of mind using questionnaires given to students at the end of phase II. Based on the analysis of the questionnaire scores, obtained an average score of students at 83.78 with a standard deviation of 7.87, and are on a productive category. Habituation productive thinking this may influence students' understanding of concepts. This finding is consistent with the results of research conducted by Sulindawati (2009) of "authentic assessment-based learning management and learning styles as well as its influence on the perception of positive and productive student thinking habituation". The results suggest that habituation productive thinking influenced by the style of learning that lead to the understanding of the concept. Student responses obtained from questionnaires at the end of phase II, which consists of 20 items of positive and negative statements. The purpose of the questionnaire responses is to describe student responses to the application of conceptual change learning models in learning physics in the classroom X2 SMA Negeri 2 Singaraja. Based on the analysis has been conducted on the responses given students found that the responses students gave an average score of 84.78 and is on the positive category. Students agree and pleased with the application of conceptual change learning model during the learning process of physics, because it is not boring. CLOSING Conclusion Based on the results of research and discussion that has been described in the previous Chapter, I can conclude a few things, namely, conceptual change learning model is applied by using a strategy of denial, followed by cognitive conflict, and his denial is in the form of demonstrations, analogies, confrontational, counterexamples. Application of conceptual change learning model can change students’ misconceptions X2 class SMA Negeri 2 Singaraja school year 2010/2011. It cans see from the average percentage change of students' misconceptions of the phase I amounting to 68.00% and the second phase to be 80.00%. Application of the conceptual change-learning model can improve students' habit of mind in physics X2 class SMA Negeri 2 Singaraja school year 2010/2011. It can see from the results of the questionnaire showed an average value of 83.78. Student responses to the application of conceptual change learning model in the X2class SMA Negeri2 Singaraja school year 2010/2011 in learning Physics is in the positive category. The advice Conceptual change learning model can applied in the classroom during the learning process by giving the dish the questions that contextual and conceptual thinking to arouse students' activities. In addition, the conceptual change-learning model can applied in the form of reputational text. Reputational text that serves as a student-learning source. Designing good preparation for teaching in accordance with the stages of conceptual change learning model referenced or developed, such as serving conceptual and contextual issues, the selection of teaching materials that correspond to conceptual change learning model. It can optimize the ability of students. REFERENCES Arikunto, S. 2005. Dasar-dasar evaluasi pendidikan. 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