Identifying Student Prior-Knowledge and Conceptual Changes Profile on Newton Law Using by using POE (Predict, Observe, and Explain) as Probing Understanding Strategy


  • Hisbulloh Als Mustofa Physics Education Study Program, Faculty of Teacher Training and Educations, University of Mataram, Mataram 634918, Nusa Tenggara Barat, Indonesia
  • Evelyn Sandanadas Department of Biology, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim 35900 Perak, Malaysia
  • Lilia Ellany Mohtar Department of Physics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim 35900 Perak, Malaysia
  • Rangga Alif Faresta Department of Digital Learning, Faculty of Education, Monash University, Clayton VIC 3800, Australia



Prior-Knowledge, Conceptual Changes, POE (Predict, Observe, and Explain), Newton Law, Probing Understanding Strategy


Newton's law is an important topic and a key concept that students need to understand to proceed to the next step of physics learning, but students can have wrong conceptions in learning, knowing students' conceptions of newton's law is important for teachers. This study aimed to identify students' prior knowledge and conceptual changes in Newton's Laws using the Predict-Observe-Explain (POE) strategy. This case study used a qualitative approach involving observation, document analysis, and interview. This qualitative method allows one to understand the phenomenon under study by directly examining the context and experiences involved. Profile of student prior knowledge categorized as student has Scientific Conception, Lack of Knowledge, Misconceptions, and has No Conception at all. The conceptual change level is categorized into Construction, Revision, Static, and Disorientation. Complementation Participants in this study consisted of 15 respondents with four students. The analysis reveals that a significant percentage 40% of respondents entered the study with misconceptions about Newton's law. A substantial percentage 53.33% of respondents demonstrated a lack of knowledge as their prior understanding. The pattern of conceptual changes shows that almost all students have experienced an increase in their conception of the third law of Newton's motion. This can be seen from the changes that occur a lot at the revision level even with some changes at the static level. Hence, POE probing as an understanding strategy can be used to identify the student's initial knowledge and conceptual changes.


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How to Cite

Mustofa, H. A., Sandanadas, E., Mohtar, L. E., & Faresta, R. A. (2024). Identifying Student Prior-Knowledge and Conceptual Changes Profile on Newton Law Using by using POE (Predict, Observe, and Explain) as Probing Understanding Strategy. Journal of Science and Mathematics Letters, 12(1), 80–91.