Empowering Physics Teachers in Indonesia through DELIVER: A Community-Based Approach to Reduce Student Misconceptions
DOI:
https://doi.org/10.58524/smartsociety.v5i2.843Keywords:
CBPR, Deep learning, Misconceptions, Physics teachers, Refutation textsAbstract
Student misconceptions in physics remain a persistent barrier to meaningful learning, often overlooked due to limited teacher training in diagnosis and conceptual remediation. This community service program aimed to enhance the pedagogical capacity of physics teachers in addressing student misconceptions through the DELIVER (Deep Learning-Integrated Verbal Refutation) approach. Implemented using a Community-Based Participatory Research (CBPR) framework, the program involved 237 teachers from various regions in Indonesia, with 69 completing both pre- and post-tests. The training covered deep learning concepts, identification of misconceptions, and practical development of refutation texts. Results indicated significant improvement with normalized gain scores exceeding 0.7 in all concept categories. In addition to cognitive gains, teachers demonstrated reflective shifts in pedagogical awareness regarding the role of misconceptions in learning. A total of 94.12% of participants reported enhanced understanding, and 82.35% expressed readiness to implement the DELIVER approach. In conclusion, the DELIVER approach effectively empowers physics teachers in Indonesia to identify and address student misconceptions, offering a scalable model for professional development in physics and science education. This program contributes to the field by offering a scalable and research-informed model for teacher professional development focused on conceptual change in science education.
References
Alabi, A. T., & Jelili, M. O. (2023). Clarifying likert scale misconceptions for improved application in urban studies. Quality and Quantity, 57(2), 1337–1350. https://doi.org/10.1007/s11135-022-01415-8
Alexander, P. A., Fusenig, J., Schoute, E. C., Singh, A., Sun, Y., & van Meerten, J. E. (2023). Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course. Written Communication, 40(2), 482–517. https://doi.org/10.1177/07410883221148468
Ali, M. T., Woldu, A. R., & Yohannes, A. G. (2022). High school students’ learning difficulties in electrochemistry: A mini-review. African Journal of Chemical Education-AJCE, 2022(2), 12.
Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of Deep Learning in Education: Towards Mindful, Meaningful, and Joyful Learning Experiences. Journal of Deep Learning, 1(1), 47–56. https://journals2.ums.ac.id/index.php/jdl/article/view/11156/3574
Asberger, J., Thomm, E., & Bauer, J. (2021). On predictors of misconceptions about educational topics: A case of topic specificity. PLoS ONE, 16(12 December). https://doi.org/10.1371/journal.pone.0259878
Assem, H. D., Nartey, L., Appiah, E., & Aidoo, J. K. (2023). A Review of Students’ Academic Performance in Physics: Attitude, Instructional Methods, Misconceptions and Teachers Qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551
Asterhan, C. S. C., & Resnick, M. S. (2020). Refutation texts and argumentation for conceptual change: A winning or a redundant combination? Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101265
Danielson, R. W., Jacobson, N. G., Patall, E. A., Sinatra, G. M., Adesope, O. O., Kennedy, A. A. U., Bhat, B. H., Ramazan, O., Blessing, Akinrotimi, G. N., Jin, G., & Sunday, O. J. (2025). The effectiveness of refutation text in confronting scientific misconceptions: a meta-analysis. Educational Psychologist, 60(1), 23–47.
Disessa, A. A. (2017). Conceptual Change in a Microcosm: Comparative Learning Analysis of a Learning Event. In Human Development (Vol. 60, Issue 1, pp. 1–37). https://doi.org/10.1159/000469693
Ehrenfeld, N. (2022). Framing an Ecological Perspective on Teacher Professional Development. Educational Researcher, 51(7), 489–495. https://doi.org/10.3102/0013189X221112113
Fratiwi, N. J., Arifiyanti, F., Samsudin, A., Ardi, N. D., & Suhandi, A. (2025). Strengthening Research Writing Competencies in Physics and Biology Teachers: A Practical IMRAD-Based Guide. Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 7(3), 608–618.
Fratiwi, N. J., Suhandi, A., Nurdini, N., Linuwih, S., Samsudin, A., & Susilowati, N. E. (2024). Reducing Alternative Conception of Action-Reaction Forces: The Impact of E-Rebuttal Texts After Learning and Over Time. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 9(2).
Haxhiu, Z. (2023). Closing the Achievement Gap: An Analysis of Equity-Based Educational Interventions. Journal of Education Review Provision, 2(2), 32–35. https://doi.org/10.55885/jerp.v2i2.154
Kaniawati, I., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2021). Implementation of Interactive Conceptual Instruction (ICI) With Computer Simulation: Impact of Students’ Misconceptions on Momentum and Impulse Material. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 1–17. https://doi.org/10.24042/jipfalbiruni.v10i1.8375
Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students’ misconceptions about Newton’s Laws through Four-Tier Newtonian Test (FTNT). Journal of Turkish Science Education, 16(1), 110–122. https://doi.org/10.12973/tused.10269a
Kemdikdasmen. (2025). Pembelajaran Mendalam. In Pembelajaran Mendalam dalam Rangka Mewujudkan Pendidikan Bermutu untuk Semua.
Listianingrum, S. A., Kuswanto, H., Mundilarto, & Dwandaru, W. S. B. (2024). A review of various misconceptions in physics learning. AIP Conference Proceedings, 2622(1). https://doi.org/10.1063/5.0133832
Mufida, S. N., Samsudin, A., Suhendi, E., Kaniawati, I., & Novia, H. (2023). CoSiReT: Innovation of ReT (Refutation Texts) to Reduce Students’ Misconceptions Concerning Transverse Waves. Jurnal Penelitian Pendidikan IPA, 9(11), 9363–9371. https://doi.org/10.29303/jppipa.v9i11.4544
Nadelson, L. S., Heddy, B. C., Jones, S., Taasoobshirazi, G., & Johnson, M. (2018). Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change. International Journal of Educational Psychology, 7(2), 151–195. https://doi.org/10.17583/ijep.2018.3349
Page-Reeves, J. (2019). Community-Based Participatory Research for Health. Health Promotion Practice, 20(1), 15–17. https://doi.org/10.1177/1524839918809007
Pieschl, S., Budd, J., Thomm, E., & Archer, J. (2021). Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions. Psychology Learning and Teaching, 20(2), 214–235. https://doi.org/10.1177/1475725721996223
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Prinz, A., Golke, S., & Wittwer, J. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science, 49(2), 165–195. https://doi.org/10.1007/s11251-021-09535-8
Rahayu, C., Zakiya, H., Falamy, R. A., Ubaidillah, M., Prastyo, Y. D., Utami, L. F., Hardianti, D., & Yosilia, R. (2025). Socialization of Deep Learning Approach in the Digital Era for Teachers in Indonesia. CONSEN: Indonesian Journal of Community Services and Engagement, 5(1), 64–69. https://doi.org/10.57152/consen.v5i1.2042
Rhoney, D. H., & Meyer, S. M. (2024). Competency-Based Education: The Need to Debunk Misconceptions and Develop a Common Language. In American Journal of Pharmaceutical Education (Vol. 88, Issue 2). https://doi.org/10.1016/j.ajpe.2023.100637
Samsudin, A., Rusdiana, D., Efendi, R., Fratiwi, N. J., Aminudin, A. H., & Adimayuda, R. (2021). Development of Predict-Observe-Explain (POE) Strategy Assisted by Rebuttal Texts on Newton’s Law Material with Rasch Analysis. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 6(1), 103–115. https://doi.org/10.24042/tadris.v6i1.7641
Samsudin, A., Wulandari, N., Suhandi, A., Yusup, M., & Supriyatman, S. (2025). Augmented Reality-based Rebuttal Texts ( ARaRaT ) on Momentum- Impulse : Rasch Analysis on Students ’ Conceptual Change. Qubahan Academic Journal, 5(1), 368–387.
Sarwar, M. N., Shahzad, A., Ullah, Z., Raza, S., Wasti, S. H., Shrahili, M., Elbatal, I., Kulsoom, S., Qaisar, S., & Faizan Nazar, M. (2024). Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1339957
Soysal, Y. (2024). Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways. Science and Education, 33(4), 963–1003. https://doi.org/10.1007/s11191-022-00411-6
Suhandi, A., Samsudin, A., Fratiwi, N. J., Nurdini, N., Feranie, S., Purwanto, M. G., Linuwih, S., & Coştu, B. (2025). Altering misconceptions: how e-rebuttal texts on Newton’s laws reconstructs students’ mental models. Frontiers in Education, 10(April), 01–15. https://doi.org/10.3389/feduc.2025.1472385
Susilowati, N. E., Fratiwi, N. J., Amiruddin, M. Z. Bin, & Iqbal, N. H. M. (2025). Refutation Texts in the Last Decade: A Bibliometric Exploration of Trends and Insights. Jurnal Pendidikan Fisika Dan Sains (JPFS), 8(1), 54–64. https://doi.org/10.52188/jpfs.v8i1.1263
Susilowati, N. E., Muslim, M., Efendi, R., & Samsudin, A. (2022). Pisa 2021 Creative Thinking Instrument for Students: Physics Teachers’ Perceptions. Indonesian Journal of Science and Mathematics Education, 5(2), 194–209. https://doi.org/10.24042/ijsme.v5i2.12439
Taylor, A. K., & Kowalski, P. (2023). Refuting Misconceptions: One Size Does Not Fit All. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000384
Tremblay, M. C., Martin, D. H., Macaulay, A. C., & Pluye, P. (2017). Can we Build on Social Movement Theories to Develop and Improve Community-Based Participatory Research? A Framework Synthesis Review. In American Journal of Community Psychology (Vol. 59, Issues 3–4, pp. 333–362). https://doi.org/10.1002/ajcp.12142
Ugwuanyi, C. S., Ezema, M. J., & Orji, E. I. (2023). Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics. SAGE Open, 13(1). https://doi.org/10.1177/21582440231153851
Zebua, N. (2025). Education Transformation : Implementation of Deep Learning in 21st-Century Learning. Harmoni Pendidikan : Jurnal Ilmu Pendidikan, 2(2), 146–152. https://doi.org/10.62383/hardik.v2i2.1405
Zengilowski, A., Schuetze, B. A., Nash, B. L., & Schallert, D. L. (2021). A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions. Educational Psychologist, 56(3), 175–195. https://doi.org/10.1080/00461520.2020.1861948
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Achmad Samsudin, Nur Habib Muhammad Iqbal, Nuzulira Janeusse Fratiwi, Nurdini Nurdini, Nanang Dwi Ardi, Andi Suhandi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Smart Society: Community Service and Empowerment Journal retain all of the copyrights in their work. Smart Society: Community Service and Empowerment Journal, collaborates with with researchers from many countries as the Editors and the Advisory International Editorial Board make every effort to ensure that no wrong or misleading data, opinions, or statements are published in the journal. In any way, the contents of the articles and advertisements published in the are the sole and exclusive responsibility of their respective authors and advertisers.
Smart Society: Community Service and Empowerment Journal ( e-ISSN: 2807-5757 ) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Authors who publish with Smart Society: Community Service and Empowerment Journal agree to the following terms:
1. The journal allows the author to hold the copyright of the article without restrictions.
2. The journal allows the author(s) to retain publishing rights without restrictions
3. The legal formal aspect of journal publication accessibility refers to Creative Commons Attribution ShareAlike 4.0 International License (CC BY-SA).
Smart Society: Community Service and Empowerment Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
