Analysis of Pre-Service Science Teachers’ Knowledge Construction on Heat and Matter State Changes Directions
DOI:
https://doi.org/10.30587/innovation.v7i1.11532Abstract
Science learning emphasizes conceptual understanding, scientific processes, and critical thinking skills in explaining various natural phenomena. This study aims to analyze in depth the conceptual understanding and knowledge construction of pre-service science teachers on the topics of heat and changes in states of matter based on internal, external, and both directions. The research employed a quantitative descriptive approach involving 56 students from the Science Education Study Program, Faculty of Teacher Training and Education, Tadulako University, in the even semester of the 2025/2026 academic year, with diverse educational backgrounds. The instrument used was a conceptual diagnostic test accompanied by an analysis of answer sources, which were classified into internal direction (ID), external direction (ED), and both directions (BD). The data were analyzed using descriptive statistics in the form of percentages. The results showed that students’ conceptual understanding was in the good to very good category, with the highest achievement in the concept of evaporation (98.21%) and the lowest in the concept of crystallization (78.57%). Students’ knowledge construction was dominated by internal direction in the concept of heat (53.57%), indicating that students tend to build understanding through conceptual reasoning and prior experience rather than memorization. However, the low proportion of both directions in the concepts of evaporation and sublimation (12.50%) indicates that the integration between internal understanding and external scientific sources has not been optimal.
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