<![CDATA[Students' conceptual understanding of circular motion remains relatively low because physics learning tends to be teacher-centered and focuses more on formula mastery than conceptual understanding. This condition causes students to be less actively involved in the learning process and experience difficulties in understanding physics concepts. Therefore, a learning model that actively engages students in constructing and improving their understanding is needed. This study aimed to describe students’ conceptual understanding after the implementation of the ECIRR learning model and to determine the effectiveness of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model in improving students’ conceptual understanding of circular motion. This study employed a quasi-experimental method with a posttest-only control group design. The sample consisted of two classes, namely an experimental class that implemented the ECIRR learning model and a control class that received conventional instruction. The research instrument was a conceptual understanding test consisting of 20 multiple-choice items developed based on conceptual understanding indicators. The data were analyzed using descriptive and inferential statistics through normality tests, homogeneity tests, and hypothesis testing using an independent sample t-test. The results showed that the average conceptual understanding score of students in the experimental class was 75.52, which was higher than that of the control class at 67.03. The hypothesis test yielded a significance value of 0.001 < 0.05, indicating a significant difference between the two classes. Therefore, the implementation of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model is effective in improving students’ conceptual understanding of circular motion among tenth-grade senior high school students.]]>
