The effect of conceptual change text on improving student understanding of electricity concepts and learning motivation

The purpose of this study was to investigate the effect of conceptual change text on improving students' understanding of electricity concepts and learning motivation. A quasi-experimental with pre-test post-test nonequivalent control group design was used in the study. Participant were 142 of 12th-grade students. The experimental group studied electricity concept with conceptual change text and the control group studied it with expository text.  Students' understanding of electricity concepts was measured by a conceptual understanding test and students’ learning motivation was measured by a questionnaire. Hypothesis testing is done by the MANOVA. The results showed that: (1) conceptual change text can improve the students’ understanding of electricity concepts and learning motivation at the medium level,  (2) there was a significant difference in the improvement of students' understanding of electricity concepts and learning motivation between the experimental group and the control group, (3) there was a significant difference in the improvement of students' understanding of electricity concepts between the experimental group and the control group, (4) there was a significant difference in the improvement of students' learning motivation between the experimental group and the control group