Practicality and Effectiveness of Learning Tools with Predict-Observe Explain Assisted Conceptual Change Text to Minimize Students’ Misconceptions

In achieving learning objectives, a lecturer must be able to design the learning tools he uses by considering
the analysis of the needs of his students. This study is part of the research and development process to create learning tools
with Predict-Observe-Explain (POE) assisted by Conceptual Change Text (CCT) in minimizing misconceptions of
prospective elementary school teacher students. The main focus of this research is to test the level of practicality and
effectiveness of these learning tools by involving users, namely lecturers and students. Data was collected using instruments
in learning implementation observation sheets, student activity observation sheets, and learning outcomes tests. The data
collected was analyzed quantitatively by calculating the average score to determine whether the product is practical and
effective to use. The results of this study indicate that the learning tools are proven to be practical and effective so that they
are feasible to be used more widely. With these findings, it is hoped that lecturers can design similar learning products to
improve mastery of fundamental natural science concepts for prospective elementary school teachers.