Tren dan Efektivitas Strategi POE dalam Meremediasi Miskonsepsi pada Pembelajaran Fisika: A Systematic Literature Review

Yudhistira Wicaksono; Hera Novia; Nuzulira Janeusse Fratiwi; Lina Aviyanti

doi:10.36312/panthera.v6i4.1503

Authors

Yudhistira Wicaksono Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi Nomor 229, Bandung, Jawa Barat 40154, Indonesia
Hera Novia Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi Nomor 229, Bandung, Jawa Barat 40154, Indonesia
Nuzulira Janeusse Fratiwi Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi Nomor 229, Bandung, Jawa Barat 40154, Indonesia
Lina Aviyanti Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi Nomor 229, Bandung, Jawa Barat 40154, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i4.1503

Keywords:

Bibliometric Analysis, Misconceptions, Conceptual Understanding, Physics Education, POE

Abstract

Previous research data indicates that approximately 69% of students still harbor misconceptions regarding physics concepts; therefore, a learning strategy capable of helping students reconstruct erroneous concepts into accurate scientific ones is required. One strategy with the potential to remediate misconceptions is the POE (Predict-Observe-Explain) strategy. This study aims to analyze research trends and the effectiveness of the POE strategy in remediating misconceptions in physics education using a Systematic Literature Review approach. The review was conducted following PRISMA guidelines, analyzing 20 articles published between 2021 and 2026, sourced from the Scopus and Google Scholar databases. A bibliometric analysis using VOSviewer specifically keyword co-occurrence was performed to identify keyword co-occurrence frequencies and inter-keyword relationships, as well as to visualize the networks and thematic clusters of POE research. The results indicate that publications related to POE have shown consistent growth, peaking in 2024, with a predominance of research originating from Indonesia. Bibliometric analysis reveals strong co-occurrence links between "predict-observe-explain," "misconceptions," "conceptual understanding," "achievement," and "critical thinking." A synthesis of the 20 articles demonstrates that POE consistently yields positive impacts particularly in enhancing conceptual understanding, learning outcomes, and science process skills with quantitative improvements such as an N-Gain of 0.41 and an analytical skill score of 0.60 observed in several studies. The novelty of this study lies in its integration of bibliometric trend analysis and a synthesis of POE effectiveness specifically within the context of remediating physics misconceptions. These findings offer practical implications for teachers to adopt POE as a conceptual-change-based learning strategy and provide a foundation for future research to develop more adaptive POE applications across various educational levels and physics topics.

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