Mapping Conceptual Transformation of Pre-Service Physics Teachers in Modern Physics Learning

Ramadhan, Teuku Muhammad Hary; Mustari, Andi; Saputri, Mawarni; Musdar, Musdar; Fernanda, Dimas

doi:10.22373/p-jpft.v12i2.35039

Akses terbuka Jurnal

Mapping Conceptual Transformation of Pre-Service Physics Teachers in Modern Physics Learning

Jurnal Phi : Jurnal Pendidikan Fisika dan Fisika Terapan · Vol. 12 No. 2 (2026) · hlm. 302–315

DOI: 10.22373/p-jpft.v12i2.35039
ISSN: 2549-7162, 2460-4348
Terbit: 2026-06-26
Penerbit: Universitas Islam Negeri Ar-Raniry
Bahasa: eng
Lisensi: creativecommons.org/licenses/by-nc/4.0

Abstrak

Misconceptions in modern physics remain a major challenge among pre-service physics teachers due to the abstract nature of the concepts. This study aimed to analyze misconceptions and conceptual transformation after implementing the Conceptual Change Model (CCM) in modern physics learning. A mixed-methods sequential explanatory design was conducted involving 55 pre-service physics teachers at the Department of Physics Education, Universitas Syiah Kuala. Data were collected using a five-tier diagnostic test and semi-structured interviews. The diagnostic test identified five conceptual categories: Scientific Conception (SC), Lack of Knowledge (LK), False Positive (FP), False Negative (FN), and Misconception (MC). Conceptual transformation was analyzed through changes in conceptual categories between pretest and posttest results. Findings showed that misconceptions dominated the pretest phase (38.2%), while Scientific Conception increased from 18.2% to 61.8% after CCM implementation. Misconceptions also decreased significantly from 38.2% to 12.7%. The highest complete conceptual transformation occurred in pair production (58.2%), whereas photon–gravity interaction showed dominant partial transformation due to its abstract characteristics. Interview results indicated that conceptual transformation occurred through dissatisfaction, intelligibility, plausibility, and fruitfulness stages. Overall, CCM effectively promoted conceptual restructuring and reduced misconceptions, while the five-tier diagnostic test provided comprehensive information regarding conceptual understanding, reasoning consistency, and confidence levels among pre-service physics teachers.

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15 penulis · 41 tautan kepenulisan bersama · 11 lintas organisasi

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Universitas Jambi
Universitas Syiah Kuala
Akademi Komunitas Negeri Aceh Barat
Institut Agama Islam Negeri Kendari

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Rekan penulis	Organisasi	Artikel bersama
Yusuf Eka Saputra	Universitas Jambi	1
Destrinelli Destrinelli	Universitas Jambi	1
Putri Indriyani	Universitas Jambi	1
Tiara Putri Utami	Universitas Jambi	1
Uli Nabela	Universitas Jambi	1
Zahra Ade Wahyuni	Universitas Jambi	1
Sulastri Sulastri	Universitas Syiah Kuala	1
Abdul Halim	Institut Agama Islam Negeri Kendari	1
Mustanir Yahya	Universitas Syiah Kuala	1
S Safrida	Universitas Syiah Kuala	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 7 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Mapping Conceptual Transformation of Pre-Service Physics Teachers in Modern Physics Learning</dc:title>
	<dc:creator xml:lang="en">Ramadhan, Teuku Muhammad Hary</dc:creator>
	<dc:creator xml:lang="en">Mustari, Andi</dc:creator>
	<dc:creator xml:lang="en">Saputri, Mawarni </dc:creator>
	<dc:creator xml:lang="en">Musdar, Musdar</dc:creator>
	<dc:creator xml:lang="en">Fernanda, Dimas </dc:creator>
	<dc:subject xml:lang="en">Conceptual Change</dc:subject>
	<dc:subject xml:lang="en">Conceptual Transformation</dc:subject>
	<dc:subject xml:lang="en">Five-Tier Diagnostic Test</dc:subject>
	<dc:subject xml:lang="en">Misconception</dc:subject>
	<dc:subject xml:lang="en">Modern Physics</dc:subject>
	<dc:subject xml:lang="en">Conceptual Change</dc:subject>
	<dc:subject xml:lang="en">Conceptual Transformation </dc:subject>
	<dc:subject xml:lang="en">Five-Tier Diagnostic Test</dc:subject>
	<dc:subject xml:lang="en">Misconception</dc:subject>
	<dc:subject xml:lang="en">Modern Physics</dc:subject>
	<dc:description xml:lang="en">Misconceptions in modern physics remain a major challenge among pre-service physics teachers due to the abstract nature of the concepts. This study aimed to analyze misconceptions and conceptual transformation after implementing the Conceptual Change Model (CCM) in modern physics learning. A mixed-methods sequential explanatory design was conducted involving 55 pre-service physics teachers at the Department of Physics Education, Universitas Syiah Kuala. Data were collected using a five-tier diagnostic test and semi-structured interviews. The diagnostic test identified five conceptual categories: Scientific Conception (SC), Lack of Knowledge (LK), False Positive (FP), False Negative (FN), and Misconception (MC). Conceptual transformation was analyzed through changes in conceptual categories between pretest and posttest results. Findings showed that misconceptions dominated the pretest phase (38.2%), while Scientific Conception increased from 18.2% to 61.8% after CCM implementation. Misconceptions also decreased significantly from 38.2% to 12.7%. The highest complete conceptual transformation occurred in pair production (58.2%), whereas photon–gravity interaction showed dominant partial transformation due to its abstract characteristics. Interview results indicated that conceptual transformation occurred through dissatisfaction, intelligibility, plausibility, and fruitfulness stages. Overall, CCM effectively promoted conceptual restructuring and reduced misconceptions, while the five-tier diagnostic test provided comprehensive information regarding conceptual understanding, reasoning consistency, and confidence levels among pre-service physics teachers.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Ar-Raniry</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/article/view/35039</dc:identifier>
	<dc:identifier>10.22373/p-jpft.v12i2.35039</dc:identifier>
	<dc:source xml:lang="en">Jurnal Phi : Jurnal Pendidikan Fisika dan Fisika Terapan; Vol. 12 No. 2 (2026); 302-315</dc:source>
	<dc:source xml:lang="id">Jurnal Phi: Kurnal Pendidikan Fisika &amp; Terapan; Vol 12 No 2 (2026); 302-315</dc:source>
	<dc:source>2549-7162</dc:source>
	<dc:source>2460-4348</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/article/view/35039/13173</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Teuku Muhammad Hary Ramadhan, Andi Mustari, Mawarni  Saputri, Musdar Musdar, Dimas  Fernanda</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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