Exploration of students’ conceptual changes through phenomenon based distance learning with multimedia videos momentum and impulse

Students’ conceptual understanding can change according to the level of students and students’ daily experiences. The aim of this study is to explore conceptual changes in students’ material momentum and impulses. The design of this research is descriptive qualitative. Data collection techniques were carried out 2 times. The instrument used in this study were 5 essay questions and 2 quiz questions which were adapted from the EMCS (energy and momentum conceptual survey) questions. Subjects used 33 students of SMAN 1 Sidayu, Gresik. The results of the study were analyzed with descriptive statistics and classified students’ conceptual understanding of each question by categorizing them with No Understanding (NU), Specific Misconception (SM), Partial Understanding with Specific Misconception (PUSM), Partial Understanding (PU) and Sound Understanding (SU). Students’ conceptual understanding related to essay questions 1) 1.48 specific categories of misconceptions, 2) 1.63 specific categories of misconceptions, 3) 3.87 categories of sound understanding, 4) 3.93 categories of sound understanding and 5) 3.48 categories of understandings partial.and then this result compare with do not use video learning. So that the level of understanding of students varies from specific misconception until sound understanding. This research recommends that in the COVID-19 pandemic, teachers can develop innovative to apply phenomenon learning integrated with blended learning to improve conceptual understanding of physics.