<![CDATA[AbstractIn this study, the effect of conceptual change text (CCT) with PhET simulation to remediate students? misconceptions of fluid dynamic at SMA was investigated. Quasi-experimental with non-equivalent control group design was used which involved 62 eleventh grade students. This study was made of into two groups. Experimental group (N=29) were given CCT with PhET simulation, whereas the control group (N=33) were given re-test. Nine open-ended multiple-choice questions concerning fluid dynamic were used as data collection tool. The results showed experimental group?s average of decreasing students? misconceptions (59,58%) were higher than control group (15,57%), and caused differences between both of groups that were proved by two-sample proportions test, Zscore (2,08) > Ztable (1,96). In the other hand, decreasing quantity of that misconception (DQM) value showed CCT with PhET simulation more effective than re-test to remediate students? misconceptions about fluid dynamic. It determined that CCT with PhET simulation could be alternative to remediate students? misconceptions. Keyword: Remediate, Misconception, CCT, PhET Simulation, Fluid Dynamic]]>
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