Trend of misconceptions in force and motion using the Conceptual Change Model (CCM): A systematic literature review
DOI:
https://doi.org/10.20961/1h9ddw47Keywords:
Conceptual Change Model (CCM), Force and motion, Misconception, Systematic Literature Review (SLR)Abstract
Misconceptions regarding force and motion are still prevalent in science education at all levels of schooling and contribute to students’ poor conceptual understanding. These misconceptions must be addressed promptly to prevent them from hindering students’ conceptual understanding at subsequent educational levels. One way to reduce students’ misconceptions is by using instructional models that create cognitive conflict and facilitate conceptual reconstruction, such as the Conceptual Change Model (CCM). This study is a systematic literature review (SLR) aimed at determining whether the CCM can reduce students’ misconceptions. The method used followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, with articles retrieved from the ScienceDirect and Google Scholar databases for the years 2019–2025. Articles were selected based on predefined inclusion and exclusion criteria. The results of the review of 31 articles can be summarized as follows: (1) Indonesia is the country that has conducted the most research on the influence of CCM on misconceptions regarding force and motion; (2) Misconceptions appear in nearly all sub concepts of force and motion, and are dominated by Newton’s Laws; (3) Various learning strategies have been used to reduce misconceptions, such as CCM, the inquiry model, the STEM approach, computer simulation media, and the POE strategy. The analysis results indicate that conceptual change-based strategies, particularly CCM, are the most dominant and effective approach, marked by a significant reduction in misconceptions and an increase in students’ conceptual understanding. The conclusion of this study is that CCM can reduce misconceptions regarding force and motion.
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