Need Analysis for the Design of an Online Module Based on Cognitive Conflict and the Deep Learning Approach to Correct Students’ Misconceptions About Light Waves
DOI:
https://doi.org/10.31958/je.v6i1.17441Keywords:
E-module, Cognitive Conflict, Deep Learning, Misconception, Light Waves.Abstract
Students’ conceptual understanding of light waves remains relatively low, while the instructional materials currently in use have not been able to optimally facilitate the remediation of misconceptions. This study aims to analyze the need to develop a cognitive conflict-based e-module integrated with the deep learning approach—an approach that emphasizes meaningful, reflective, and enjoyable conceptual understanding through the components of meaningful learning, mindful learning, and joyful learning. The integration of cognitive conflict with the deep learning approach in the topic of light waves represents a novelty in this research, given that previous studies generally focused only on one of these approaches or combined cognitive conflict with Augmented Reality technology. This study is a preliminary investigation within Plomp’s preliminary research model for instructional design, with data collected through interviews with 2 physics teachers and 3 students, as well as a four-tier multiple-choice diagnostic test administered to 31 twelfth-grade students in Phase F at MAN 3 in Padang. The analysis results indicate that 69.7% of students held misconceptions, while the instructional materials used were still dominated by printed textbooks and worksheets and did not support concept visualization or the remediation of misconceptions. These findings underscore the need to develop e-modules based on cognitive conflict and a deep learning approach that align with the needs of teachers and students, while also contributing to the development of digital physics instructional materials capable of visualizing abstract concepts and supporting the remediation of misconceptions more effectively.
References
Akker, J. van den, Bannan, B., Kelly, A. E., Nieveen, N., & Plomp, T. (2013). Educational Design Research.
Atiqah, L. F., & Mufit, F. (2024). Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat. Physics Learning and Education, 2(3), 105–113. https://doi.org/10.24036/ple.v2i3.151
Caleon, I. S., & Subramaniam, R. (2010). Do students know What they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40(3), 313–337. https://doi.org/10.1007/s11165-009-9122-4
Chandra, A. N., Fajar, N., & Idrus, H. (2025). The Needs Analysis of Emodule for Learning Evaluation Courses According to the Independent Curriculum Integrating Islamic Values. 1–6.
Chantaranima, T., & Yuenyong, C. (2014). Grade 11 Students’ Existing Ideas about Natures of Light. Procedia - Social and Behavioral Sciences, 143, 693–697. https://doi.org/10.1016/j.sbspro.2014.07.465
Fadllan, A. (2011). Model Pembelajaran Konflik Kognitif Untuk Mengatasi Miskonsepsi Pada Mahasiswa Tadris Fisika Program Kualifikasi S.1 Guru Madrasah. Phenomenon : Jurnal Pendidikan MIPA, 1(2), 139–159. https://doi.org/10.21580/phen.2011.1.2.441
Feriyanto, F., & Anjariyah, D. (2024). Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research. Electronic Journal of Education, Social Economics and Technology, 5(2), 208–212. https://doi.org/10.33122/ejeset.v5i2.321
Hanna, D. (2016). Model Pembelajaran Tema Konsep Disertai Media Gambar pada Pembelajaran Fisika di SMA.
Herawati, N. S., & Muhtadi, A. (2018). PENGEMBANGAN MODUL ELEKTRONIK (E-MODUL) INTERAKTIF PADA MATA PELAJARAN KIMIA KELAS XI SMA. Jurnal Inovasi Teknologi Pendidikan, 5(2), 180–191.
Hidayah, B., & Hulyana, I. (2025). Strategi Pendekatan Pembelajaran Deep Learning dalam Meningkatkan Kompetensi Berpikir Kritis dan Kreatif di Era Digital. Jurnal Ilmu Manajemen Pendidikan, 04(02), 2025.
Khoirurrijal, Fadriati, & Sofia. (2022). Pengembangan Kurikulum Merdeka.
Miles, M. B., Huberman, A. M., & Saldana, J. (2023). Qualitative Data Analysis A Methods Sourcebook. In SAGE.
Mufit, F., Asrizal, A., & Puspitasari, R. (2020). Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), 267–278. https://doi.org/10.21009/1.06213
Mufit, F., & Fauzan, A. (2019). Model Pembelajaran Berbasis Konflik Kognitif (PbKK) (Disertai Penerapan Untuk Remediasi Miskonsepsi pada Sains dan Matematika). In Cv Irdh.
Parwati, I., Muh. Makhrus, & Gunada, I. W. (2019). PENGARUH PENDEKATAN KONFLIK KOGNITIF TERHADAP PENURUNAN MISKONSEPSI PESERTA DIDIK PADA MATERI USAHA DAN ENERGI. Jurnal Pendidikan Fisika Dan Teknologi, 5(1), 75–84.
Permatasari, S. V. G., Pujayanto, & Fauzi, A. (2022). Pengembangan E-Modul Interaktif Materi Gelombang Bunyi dan Cahaya Berbasis VAK Learning. Jurnal Materi Dan Pembelajaran Fisika, 11(0), 96.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. In Science Education (Vol. 66, Issue 2). https://doi.org/10.1002/sce.3730660207
Pratama, V., Anggraini, S. F., Yusri, H., & Mufit, F. (2021). Disain dan Validitas E-Modul Interaktif Berbasis Konflik Kognitif untuk Remediasi Miskonsepsi Siswa pada Konsep Gaya. Jurnal Eksakta Pendidikan (Jep), 5(1), 68–76. https://doi.org/10.24036/jep/vol5-iss1/525
Pulu, S. R., & Widia. (2022). Pengembangan Perangkat Pembelajaran Fisika Strategi Konflik Kognitif berbasis Eksperimen untuk Mereduksi Miskonsepsi Peserta Didik SMA Konsep Fluida Statis. Jurnal Pendidikan MIPA, 12(1), 1–7.
Seruni, R., Munawaroh, S., Kurniadewi, F., Nurjayadi, M., Kimia, M. P., Matematika, F., & Alam, P. (2019). PENGEMBANGAN MODUL ELEKTRONIK (E-MODUL) BIOKIMIA PADA MATERI METABOLISME LIPID MENGGUNAKAN FLIP PDF PROFESSIONAL. 1(Juni), 48–56.
Setiaji, I. R., & Ermawati, F. U. (2022). Development of Five-Step Diagnostic Test on Light Wave Concepts to Analyze Students’ Understanding Map on The Concepts. Radiasi : Jurnal Berkala Pendidikan Fisika, 15(1), 43–59. https://doi.org/10.37729/radiasi.v15i1.1754
Zulaika, A., Erlina, & Rachmat Sahputra. (2022). Jurnal Pendidikan MIPA. Jurnal Pendidikan MIPA, 12(1), 1–7.
Downloads
Published
Versions
- 2026-07-30 (3)
- 2026-07-31 (2)
- 2026-07-30 (1)
Issue
Section
License
Copyright (c) 2026 Kesya Yumna , Fatmi Mufit, Ratnawulan, Fauziah Ulmi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a?áCreative Commons Attribution License?áthat allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See?áThe Effect of Open Access).
