Science learning in vocational high schools (SMK) should be directed to support vocational-character education that is contextual with a strong understanding of scientific concepts, particularly physics in the technical expertise field. However, the learning process often remains non-contextual, leading to misconceptions, especially regarding the principles of photovoltaic cell operation. This study aims to identify and reconstruct the misconceptions of tenth grade Computer and Network Engineering students regarding photovoltaic cells. Based on initial findings, 80% of students believed that electrical energy is generated from solar heat, while the correct concept involves the interaction of photons with semiconductors, which triggers electron movement. A study of the Science and Social Projects textbooks used in SMK revealed that photovoltaic cell material only covers theory and exercises without in-depth explanations, making it less relevant to vocational education, which emphasizes practical skills. This research employs the Model of Educational Reconstruction (MER) using Qualitative Content Analysis (QCA) method with guided inquiry learning, supported by YouTube videos as media showing solar cell simulations and experiments. The results indicate that this approach effectively corrected students' misconceptions and improved their understanding of the basic concepts of photovoltaic cells, with all students (100%) successfully comprehending the scientific principle of photovoltaics.

Authors:
M. Raynaldo Sandita Powa, Bengkulu University, Indonesia

About the Presenter(s)
M. Raynaldo Sandita Powa is an educator and researcher specializing in vocational physics education. Pursuing a Master's in Science Education, he demonstrates strong expertise and interest in Cisco CCNA and Mikrotik MTCNA, aiming to align vocational learning with workforce demands.

Connect on Linkedin
https://www.linkedin.com/in/raynaldosandita

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