The Identification of Integrated Learning Misconceptions
- DOI
- 10.2991/aes-18.2019.124How to use a DOI?
- Keywords
- misconception; integrated learning model
- Abstract
Elementary school teacher education (ESTE) students as prospective elementary school teachers must be able to understand, design, compile and apply integrated learning models. The integrated learning model can be understood by examining concepts, skills, and abilities developed in certain fields of study the purpose of this study is to describe and identify the difficulty factors of the concept of integrated learning. This research is qualitative research. The research subjects were the 2015 C class ESTE students at the University of PGRI Adi Buana Surabaya (UNIPA). The procedure performed is conducting interviews, student concept inventories, developing test items, giving tests that have been developed, describing concepts of integrated learning, mapping items. Based on the results of the study, it can be concluded that the 2015 ESTE class C UNIPA Surabaya students experienced misconceptions or misconceptions in learning integrated learning because many concepts were difficult to understand. The causes of the concept are difficult to understand for students to find at the time of the interview students have not understood the concept of integrated learning. Students often answer that the same concepts are integrated. Students have their own interpretation based on what they experience. Students do not master the concept of prerequisites. In conclusion, UNIPA Surabaya ESTE students.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Imas Srinana Wardani AU - Ida Sulistyawati PY - 2019/04 DA - 2019/04 TI - The Identification of Integrated Learning Misconceptions BT - Proceedings of the 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 558 EP - 562 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.124 DO - 10.2991/aes-18.2019.124 ID - Wardani2019/04 ER -