Increasing Students' Conceptual Understanding of Changes in the State of Matter Through the Implementation of Modeling-Based Learning
Keywords:
Changes in the State of Matter, Conceptual Understanding, Modeling-Based LearningAbstract
The impetus for this study stemmed from observed stagnation in students' understanding of scientific concepts related to the transformation of matter, with a specific focus on establishing a link between macroscopic phenomena and submicroscopic theories. The objective of this study was to evaluate the effectiveness of implementing Modelling-Based Learning (MBL) in enhancing students' conceptual understanding through an iterative modelling cycle. The present study employed a descriptive qualitative approach, with 54 seventh-grade students at SMP Negeri 2 Wuluhan, Jember, during the 2025/2026 academic year as participants. The primary data were collected by analyzing visual artefacts on Student Worksheets (LKPD), which were then classified using the interactive analysis model proposed by Miles, Huberman, and Saldaña. The findings of the study suggest a progressive dynamic in conceptual understanding: in Stage 1, all students (score 54) were in the non-conceptual category; however, this score increased significantly to 247 conceptual points in Stage 4. Although a "hybrid model" was observed to emerge, characterised by a rise in non-conceptual points in Stage 4 (77 points), the evaluation and revision phase in Stage 5 drastically reduced the number of non-conceptual points to only 9. The findings demonstrate the efficacy of the MBL cycle as a cognitive tool for visualising particulate entities and permanently reducing misconceptions through systematic cognitive restructuring. The study posits that the utilisation of a modelling-based approach has the potential to address the discrepancy between empirical observations and scientific abstractions in science education
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