Minimizing Misconceptions on Temperature and Heat Topic by Jigsaw Cooperative Learning


This experiment research pretest-postest control group design was aimed to improve the student’s understanding of the concept and minimize misconceptions on the Temperature and Heat topic. The subjects of this research were selected`using cluster random sampling from High School students in Gorontalo. The instruments used to collected the data included pretest, posttest and questionnaires. The data were analyzed using t-test and the students’ conception profiles were carried out using CRI, Certainty of Response Index technique. The results of research show the significant difference in the posttest average and normalized gain average between the experimental class (81.976 and 0.679) and control class (68.267 and 0.437) and tcount = 12.575 greater than ttable = 2.000 on the confidence level 0.05. This results of research are supported by the fact that misconceptions in the experimental class are smaller than those in the control class. The implementation of Jigsaw Cooperative Learning is effective to improve the understanding of the concepts and minimize the misconceptions on the Temperature and Heat topic


Jigsaw Learning, Concept Understanding, Misconception, Temperature and Heat


  • Aronson, E. (2002). Building Empathy, Compassion, and Achievement in the Jigsaw Classroom. Orlando : Elsevier Science.
  • Cohen, L & Manion, L,. 1994. Research Methods in Education (Fourth Edition). London and New York : Routledge.
  • Dahar, R.W. 1989. Teori-Teori Belajar. Jakarta : Erlangga.
  • Hake, R.R. 1998. Interactive Engagement Versus Tradisional Methods: A Six Thousand Student Survey of Mechanics Test Data For Introductory Physics Course. American. Journal of Physics, 66 (1): 64-74.
  • Halloun, I. B., & Hestenes, D. (1985). The Initial Knowledge State of College Physics Students. American Journal of Physics, 53 (11), 1043-1055.
  • Hasan, S., Bagayoko, D., Kelley, E. L. 1999. Misconceptions and The Certainty of Response Index (CRI). Physical Education, 34 (5): 294-299.
  • Indrawati. 1997. Penggunaan Bridging Analogy untuk Remedi Beberapa Konsep Fisika Siswa SMA. Tesis Magister tidak dipublikasikan. Bandung: Program Pascasarjana IKIP Bandung.
  • Lai, C.Y., & Wu, C.C. (2006). Using Handhelds in a Jigsaw Cooperative Learning Inviroment. Journal of Computer Assisted Learning, 22, 254-297
  • McDermott, L.C., Rosenquist, M.L., & van Zee, E.H. (1987). Student Difficulties in Connecting Graphs and Physics: Examples from Kinematics. American Journal of Physics, 55, 503 -513.
  • Mursalin. (2013). Model Remediasi Miskonsepsi Materi Rangkaian Listrik dengan Pendekatan Simulasi PhET. Jurnal Pendidikan Fisika Indonesia, 9 (1), 1-7.
  • Mursalin. (2014). Meminimalkan Miskonsepsi pada Materi Rangkaian Listrik dengan Pembelajaran Predict-Observe-Explain. Jurnal Ilmu Pendidikan, 20 (1), 94-99.
  • Novak, J.D & Gowin, B. 1984. Learning How to Learn. Cambridge: Cambridge University Press.
  • Potgieter, M., Malatje, E., Gaigher, E., & Venter, E. (2010). Confidence versus Performance as an Indicator of the Presence of Alternative Conceptions and Inadequate Problem-Solving Skills in Mechanics. International Journal of Science Education, 32(11), 1407-1429.
  • Prasetyo, Z.K. 2001. Kapita Selekta Pembelajaran Fisika. Jakarta: Universitas Terbuka.
  • Santoso, B., Setiawan, A., & Rusli, A. 2007. Urutan Predict-Obseve-Explain pada pembelajaran Fluida Dinamis untuk Meningkatkan Penguasaan Konsep dan Keterampilan Generik Siswa. Jurnal Penelitian Pendidikan IPA, 1(3):247-257.
  • Sugiyono. 2006. Metode Penelitian Pnedidikan; Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta.
  • Suparno, P. 1997. Filsafat Konstruktivisme Dalam Pendidikan. Jakarta: Kanisius.
  • Suparno, P. (2005). Miskonsepsi dan Perubahan Konsep Pendidikan Fisika. Jakarta: Gramedia Widiasarana Indonesia.
  • Sutopo, Lilisari, Waldrip, B., & Rusdiana, D. (2012). Impact of Representational Approach on the Improvement of Students’ Understanding of Acceleration. Jurnal Pendidikan Fisika Indonesia, 8(2), 161-173.
  • Tiberghien, A. (1985). The Development of Ideas with Teaching: Children’s Ideas in Science. Milton Keynes : Open University Press.
  • Trowbridge, D.E & McDermott, L.C. (1980). Investigation of Student Understanding of the Concept of Velocity in One Dimension. American Journal of Physics, 48(12), 1020 -1028.
  • Van den Berg, E. 1991. Miskonsepsi Fisika dan Remediasinya. Salatiga: Universitas Kristen Satya Wacana.