The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction

Wahyu Kurniawati; Winda Purnama Sari

doi:10.17275/per.26.47.13.4

The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction

Abstract

Elementary students often hold persistent misconceptions about plant structure, photosynthesis, and reproduction, which hinder the development of scientific literacy. Traditional teaching methods rarely address these misconceptions effectively. The Duo CCM Science Learning Model, which integrates the Conceptual Change Model and the Cognitive Conflict Model, provides a structured framework for overcoming these challenges. This study investigates the effectiveness of the Duo CCM, supported by multimodal resources (two-tier diagnostic tests, flipbooks, flashcards, and mind maps), in reducing misconceptions and enhancing student engagement in elementary science learning. Six research questions guided the study, focusing on the comparative effectiveness of each modality (RQ1–RQ5) and the role of engagement (RQ6). A quasi-experimental design was implemented with 188 fourth-grade students across four schools in Yogyakarta. Students were assigned to experimental groups, each using a different multimodal tool, and to a control group. Data were collected through validated two-tier diagnostic instruments and analyzed using descriptive statistics, independent-samples t-tests, and the Kruskal–Wallis test. Experimental groups outperformed controls (M = 92.59 vs. 87.09). Flipbooks showed significant improvement (p = 0.03 < 0.05), flashcards produced the strongest overall gains, while mind maps yielded weaker outcomes due to cognitive load. Across groups, True–True (T–T) responses increased, and engagement improved across behavioral, cognitive, emotional, and metacognitive dimensions. Integrating conceptual change pedagogy with multimodal supports enhances conceptual understanding, reduces misconceptions, and fosters multidimensional engagement. This study contributes theoretically to conceptual change pedagogy and practically to participatory elementary science instruction.

Keywords

duo CCM science learning, conceptual change, misconception, multimodal

Ethical Statement

This research has followed the ethical standards that are accepted in this journal.

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Details

Primary Language

English

Subjects

Instructional Technologies, Primary Education

Journal Section

Research Article

Authors

Wahyu Kurniawati ^*
0000-0002-7405-7611
Indonesia

Winda Purnama Sari
0000-0001-5785-1023
Indonesia

Publication Date

July 3, 2026

Submission Date

October 3, 2025

Acceptance Date

March 31, 2026

Published in Issue

Year 2026 Volume: 13 Number: 4

DOI

https://doi.org/10.17275/per.26.47.13.4

IZ

https://izlik.org/JA84WY97FT

APA

Kurniawati, W., & Sari, W. P. (2026). The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction. Participatory Educational Research, 13(4), 23-46. https://doi.org/10.17275/per.26.47.13.4

AMA

1.Kurniawati W, Sari WP. The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction. PER. 2026;13(4):23-46. doi:10.17275/per.26.47.13.4

Chicago

Kurniawati, Wahyu, and Winda Purnama Sari. 2026. “The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction”. Participatory Educational Research 13 (4): 23-46. https://doi.org/10.17275/per.26.47.13.4.

EndNote

Kurniawati W, Sari WP (July 1, 2026) The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction. Participatory Educational Research 13 4 23–46.

IEEE

[1]W. Kurniawati and W. P. Sari, “The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction”, PER, vol. 13, no. 4, pp. 23–46, July 2026, doi: 10.17275/per.26.47.13.4.

ISNAD

Kurniawati, Wahyu - Sari, Winda Purnama. “The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction”. Participatory Educational Research 13/4 (July 1, 2026): 23-46. https://doi.org/10.17275/per.26.47.13.4.

JAMA

1.Kurniawati W, Sari WP. The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction. PER. 2026;13:23–46.

MLA

Kurniawati, Wahyu, and Winda Purnama Sari. “The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction”. Participatory Educational Research, vol. 13, no. 4, July 2026, pp. 23-46, doi:10.17275/per.26.47.13.4.

Vancouver

1.Wahyu Kurniawati, Winda Purnama Sari. The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction. PER. 2026 Jul. 1;13(4):23-46. doi:10.17275/per.26.47.13.4

27707

Creative Commons Atıf 4.0 International Lisance

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The Duo Conceptual Change Model (CCM) Multimodal Learning: A Pedagogical Innovation for Conceptual Change and Misconception Reduction

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