thereby giving students more chance

thereby giving students more chances to gain insights, intrinsic interest, and self-efficacy, and students are allowed to focus on learning, understanding, and mastering the task. Similarly, the use of the learning cycle can clarify students’ thought processes and correct their misconceptions. When students explore a new concept through an exploration, their new experiences cause them reevaluate their past experiences. This produces disequilibrium in the student, and she needs to accommodate the concept to reach equilibration. The students in the learning cycle group have the
opportunity to explain, to argue, and to debate their ideas,
which allows them to accommodate the concept. In the
elaboration phase, students gain familiarity with the intro-
duced concept and either assimilate or accommodate the
new concept into their schemata. The persistence of inad-
equate cognitive structures is attacked by applying new
concepts to a broad range of new examples.
The study presented here revealed that teacher-cen-
tered and textbook-oriented science instruction fail to im-
provestudents’conceptualunderstandingandleavemany
misconceptionsunchanged.Topromotemeaningfullearn-
ing, it is necessary to overcome misconceptions with the
help of different instructional methods rather than the tra-
ditional one. The present study suggests the use of the 5E
learning cycle and conceptual change text instruction as
an alternative method to traditional instruction. However,
successful implementation of such strategies requires that
teachers are aware of students’ prior knowledge and their
possible misconceptions and direct the classroom activi-
ties accordingly.

Results (Indonesian) 1:

thereby giving students more chances to gain insights, intrinsic interest, and self-efficacy, and students are allowed to focus on learning, understanding, and mastering the task. Similarly, the use of the learning cycle can clarify students’ thought processes and correct their misconceptions. When students explore a new concept through an exploration, their new experiences cause them reevaluate their past experiences. This produces disequilibrium in the student, and she needs to accommodate the concept to reach equilibration. The students in the learning cycle group have theopportunity to explain, to argue, and to debate their ideas,which allows them to accommodate the concept. In theelaboration phase, students gain familiarity with the intro-duced concept and either assimilate or accommodate thenew concept into their schemata. The persistence of inad-equate cognitive structures is attacked by applying newconcepts to a broad range of new examples.The study presented here revealed that teacher-cen-tered and textbook-oriented science instruction fail to im-provestudents’conceptualunderstandingandleavemanymisconceptionsunchanged.Topromotemeaningfullearn-ing, it is necessary to overcome misconceptions with thehelp of different instructional methods rather than the tra-ditional one. The present study suggests the use of the 5Elearning cycle and conceptual change text instruction asmetode alternatif instruksi tradisional. Namun,keberhasilan pelaksanaan strategi tersebut mengharuskanguru menyadari pengetahuan siswa sebelumnya dan merekakesalahpahaman dan langsung Kamea kelas-ikatan sesuai.

Results (Indonesian) 2:

sehingga memberikan siswa lebih banyak kesempatan untuk mendapatkan wawasan, minat intrinsik, dan self-efficacy, dan siswa diperbolehkan untuk fokus pada pembelajaran, pemahaman, dan menguasai tugas. Demikian pula, penggunaan siklus belajar dapat memperjelas proses berpikir siswa dan mengoreksi kesalahpahaman mereka. Ketika siswa mengeksplorasi konsep baru melalui eksplorasi, pengalaman baru mereka menyebabkan mereka mengevaluasi kembali pengalaman masa lalu mereka. Ini menghasilkan ketidakseimbangan dalam siswa, dan dia perlu mengakomodasi konsep untuk mencapai equilibrium. Para siswa dalam kelompok siklus belajar memiliki
kesempatan untuk menjelaskan, untuk berdebat, dan berdebat ide-ide mereka,
yang memungkinkan mereka untuk mengakomodasi konsep. Pada
fase elaborasi, siswa memperoleh keakraban dengan
intro-konsep yang diinduksi dan baik mengasimilasi atau mengakomodasi
konsep baru ke dalam skema mereka. Kegigihan inad-
menyamakan struktur kognitif diserang dengan menerapkan baru
konsep untuk berbagai contoh baru.
Studi yang disajikan di sini menunjukkan bahwa guru-sentra-sentra
tered dan instruksi ilmu buku-berorientasi gagal perlu untuk mengatasi kesalahpahaman dengan bantuan metode pembelajaran yang berbeda daripada tra- satu ditional. Penelitian ini menyarankan penggunaan 5E siklus pembelajaran dan pengajaran teks perubahan konseptual sebagai metode alternatif untuk instruksi tradisional. Namun, keberhasilan pelaksanaan strategi tersebut mengharuskan guru menyadari pengetahuan siswa sebelumnya dan mereka kesalahpahaman mungkin dan mengarahkan kelas-kegiatan ikatan sesuai.