This research aims to develop a Conceptual Change Text (CCT) for prospective elementary school teachers’ understanding of states of matter and their changes through text to fulfill valid, practical, and effective criteria about the Basic Concepts of Science, henceforth TPK-MP (Teks Perubahan Konseptual Materi dan Perubahannya). This research employs research and development of the 4D model: define, design, develop, and disseminate. The instruments included observation, questionnaire, interview guidelines, validation papers, and concept mastery test. The data obtained were analyzed according to validation, practicality, and effectiveness criteria. The results showed that conceptual change text on states of matter and their changes and CCT developed was valid with an average score of 95.32 (very valid), practical at the score of 3.56 (good), with the students’ positive response at 86.74%; and effective in which the conceptual changes were at 57.40% (medium). TPK-MP can improve understanding of concepts and reduce misconceptions about the matter and its changes. It can be used to develop conceptual change text for other science materials. Further research is needed to determine the effectiveness of lectures using TPK-MP as an independent study material.

• Adi, Y. K., & Oktaviani, N.M. (2018). Konflik kognitif dalam perubahan konseptual: Bagaimana dengan Refutation Text? [Cognitive conflict in conceptual change: What about Refutation Text?]. In Prosiding Seminar Nasional Pendidikan IPA ke-X (pp. 161-167). FMIPA, Universitas Negeri Yogyakarta.

• Aydin, S. (2012). Remediation of misconception about geometric optics using conceptual change text. Journal of Education Research and Behavioural Sciences, 1(1), 1-12.

• Balci, C. (2006). Conceptual change text oriented instructions to facilitate conceptual change in rate of reaction concepts [Master’s thesis]. Natural and Applied Sciences Middle East Technical University.

• Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2017). Understanding the form of substance and its changes in the future teachers and reflective solutions: A study at one of the universities in Maluku. Jurnal Inovasi, 11(2), 147-156.

• Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2018). A study of primary school teachers’ conceptual understanding on the states of matter and their changes based on their job locations (Case study at Ambon Island in Moluccas-Indonesia). Journal of Physics, Conference Series, 1013, 012068. https://doi.org/10.1088/1742-6596/1013/1/012068

• Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2021). Five-tier multiple-choice diagnostic test development: Emperical evidences to improve students’ science literacy. In Proceedings in International Conferences on Madrasah Reform 2021 (ICMR 2021). Atlantis Press. https://www.atlantis-press.com/proceedings/icmr-21/125968395

• Beerenwinkel, A., Parchmann, I., & Gräsel, C. (2011). Conceptual change text in chemistry teaching: A study on the particle model of matter. International Journal of Science and Mathematics Education, 9, 1235-1259. https://doi.org/10.1007/s10763-010-9257-9

• Borg, W. R., & Gall, M. D. (1989). Educational research - An introduction (5th ed.). Longman.

• Caroline, S. N., Syuhendri, S., & Wiyono, K. (2018). Efektivitas teks perubahan konseptual dinamika dalam meningkatkan pemahaman konsep dinamika siswa SMA [The effectiveness of the dynamics conceptual change text in improving the understanding of the dynamics concept of high school students]. Jurnal Inovasi dan Pembelajaran Fisika, 5(1), 64-71.

• Celikten, O., Ipekcioglu, S., Ertepinar, H., & Geban, O. (2012). The effect of the conceptual change oriented instruction through cooperative learning on 4th Grade students’ understanding of earth and sky concepts. Science Education International, 23(1), 84-96.

• Çepni, S., & Çil, E. (2010). Using a conceptual change text as a tool to teach the nature of science in an explicit reflective approach. Asia-Pacific Forum on Science Learning and Teaching, 11(1), 1-29.

• Cetingul, I., & Geban, O. (2011). Using conceptual change text with analogies for misconceptions in acid and bases. Hacettepe University Journal of Education, 41, 112-123.

• Chambers, S. K., & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123. https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X

• Chan, K. W., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831. https://doi.org/10.1016/j.tate.2004.09.002

• Chang, R. (2010). Chemistry (10th ed.). Mc Graw-Hill.

• Demircioglu, G. (2009). Comparison of effects of conceptual change texts implemented after and before instructions on secondary school student’s understanding of acid and base concepts. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-29.

• Dewi, N. P. S. S., Sudiatmika, A. A. I. A. R., & Wiratma, I. G. L. (2019). Pengembangan perangkat pembelajaran ipa pada pokok bahasan klasifikasi materi dan perubahannya dengan pendekatan saintifik [Development of science learning tools on the subject of material classification and its changes with a scientific approach]. Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya, 13(2), 49-61. https://doi.org/10.23887/wms.v13i2.17724

• Fatmawati, A. (2016). Development of learning devices for environmental concept using problem based learning model for high school Grade X. Edusains, 4(2), 94-103. https://doi.org/10.23971/eds.v4i2.512

• Geller, E. (2003). Dictionary of chemistry (2nd ed.). McGraw-Hill.

• Ghufron, A., Purbani, W., & Sumardiningsih, S. (2007). Research and development guide: Education and learning sector. Lembaga Penelitian Universitas Negeri Yogyakarta.

• Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454. https://doi.org/10.1007/s10972-008-9102-y

• Guzzetti, B. J., Williams, W. O., Skeels, S. A., & Wu, S. M. (1997). Influence of text structure on learning counterintuitive physics concepts. Journal of Research in Science Teaching, 34(7), 701-719. https://doi.org/10.1002/(SICI)1098-2736(199709)34:7<701::AID-TEA3>3.0.CO;2-Q

• Hadiyanti, L. N., & Widodo, A. (2015). Development of teaching materials on human immune system materials based on prior knowledge of high school students. Journal of Biology Learning, 2(1), 39-50.

• Han, H. S., & Brown, E. T. (2013). Effects of critical thinking intervention for early childhood teacher candidates. The Teacher Educator, 48(2), 110-127. https://doi.org/10.1080/08878730.2012.760699

• Hanif, M. (2020). The development and effectiveness of motion graphic animation videos to improve primary school students’ sciences learning outcomes. International Journal of Instruction, 13(4), 247-266. https://doi.org/10.29333/iji.2020.13416a

• Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1<47::AID-TEA3>3.0.CO;2-P

• Hasim, W. (2019). Landasan filosofi pendidikan dan ekonomi syari’ah di Indonesia [The foundation of the philosophy of Islamic education and economics in Indonesia]. LAN TABUR: Jurnal Ekonomi Syari’ah, 1(1), 84-98. https://doi.org/10.1234/lan tabur.v1i1.3541

• Heller, J. I., Daehler, K. R., & Shinohara, M. (2003). Connecting all the pieces. Journal of Staff Development, 24(4), 36-41.

• Izzania, R. A., & Widhihastuti, E. (2020). Potensi penggunaan KIT praktikum dan video tutorial sebagai media pembelajaran jarak jauh [Potential use of practical KIT and video tutorials as distance learning media]. Journal of Chemistry in Education, 9(2), 1-7.

• Jaelani. (2015). Description of science understanding of Islamic senior high school teachers in substantive technical training and learning methodology competence improvement at the Ministry of Religion of Kediri in 2015. INOVASI Journal, 9(3), 273-277.

• Johnson, P. (1998). Children’s understanding of changes of state involving the gas state, Part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20(6), 695-709. https://doi.org/10.1080/0950069980200607

• Kadarohman, A., & Nurihsan, J. (2008). Program Dual Modes sebagai alternatif peningkatan kualifikasi akademik guru dalam jabatan [Dual Modes Program as an alternative to increase the academic qualifications of teachers in positions]. Makalah, 1-14.

• Karagöl, I., & Bekmezci, S. (2015). Investigating academic achievements and critical thinking dispositions of teacher candidates. Journal of Education and Training Studies, 3(4), 86-92. https://doi.org/10.11114/jets.v3i4.834

• Keeley, P. (2012). Misunderstanding misconceptions. Science Scope, 38(5), 12-15.

• Kier, M. W., & Lee, T. D. (2016). Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching. Teaching and Teacher Education, 61, 199-210. https://doi.org/10.1016/j.tate.2016.10.010

• Kurniansyah, B., & Irianto, D. M. (2021). Pengembangan bahan ajar konten materi IPA berbasis keterampilan berpikir kritis [Development of teaching materials for science content based on critical thinking skills]. Journal of Multiliteracies, 1(1), 9-19.

• LaFrance, E. B. (1994). An investigation of the potential of interactive simulations for developing system thinking skills in elementary school: A case study with fifth-graders and sixth-graders. Roeper Review, 16(4), 256-257.

• Lating, A. D. (2014). Learning with cognitive strategies in the context of development strategy. Horizon Pendidikan, 9(1), 1-12.

• Lestari, M., Riyadi, & Usodo, B. (2015). Development of intuition-based learning mode to improve creative thinking ability in solving mathematics problems for Class X students of SMA Negeri 2 Sragen. Electronic Journal of Mathematics Learning, 3(7), 742-753.

• Mardapi, D. (2008). The completion test and non-test instrument techniques. Mitra Cendikia Press.

• Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Association of Physics Teachers, 70(12), 1259-1268. https://doi.org/10.1119/1.1514215

• Menristekdikti. (2015). Regulation of Minister of Research and Technology of Higher Education Number 44 of 2015 Concerning National Standards for Higher Education. https://peraturan.bpk.go.id/Home/Details/140595/permen-ristekdikti-no-44-tahun-2015

• Merino, C., & Sanmartí, N. (2008). How young children model chemical change? Chemistry Education Research and Practice, 9, 196-207. https://doi.org/ https://doi.org/10.1039/B812408F

• Merritt, J. D., Shwartz, Y., & Krajcik, J. (2007, April 15-18). Middle school students’ development of the particle model of matter [Paper presentation]. The Annual Meeting of The National Association of Research in Science Teaching, New Orleans, USA.

• Nieveen, N. (1999). Prototyping to reach product quality. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 125-135). Springer. https://doi.org/10.1007/978-94-011-4255-7_10

• Okotcha, E. N. (2018). Effect of a constructivist-based instructional model on students’ conceptual change in chemistry. African Journal of Science, Technology and Mathematics Education, 4(1), 170-177. https://doi.org/10.4314/afrrev.v4i2.58305

• Oktaviana, D. (2017). Analisis tipe kesalahan berdasarkan teori newman dalam menyelesaikan soal cerita pada mata kuliah matematika ddiskrit [Analysis of error types based on Newman’s theory in solving story problems in discrete mathematics courses]. EduSains: Jurnal Pendidikan Sains & Matematika, 5(2), 22-32. https://doi.org/10.23971/eds.v5i2.719

• Oliveras, B., Ma´rquez, C., & Sanmartı, N. (2013). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6), 885-905. https://doi.org/10.1080/09500693.2011.586736

• Ornstein, A. C., & Levine, D. U. (2008). Foundation of education (10th ed.). Houghton Mifflin Company.

• Ozkan, G., & Selcuk, G. S. (2015). Effect of technology enhanced conceptual change texts on students’ understanding of buoyant force. Universal Journal of Educational Research, 3(12), 981-988. https://doi.org/10.13189/ujer.2015.031205

• Özmen, H. (2007). The effectiveness of conceptual change texts in remediating high school student’s alternative conceptions concerning chemical equilibrium. Asia Pacific Education Review, 8(3), 413-425. https://doi.org/10.1007/BF03026470

• Özmen, H., & Naseriazar, A. (2018). Effect of simulations enhanced with conceptual change texts on university students understanding of chemical equilibrium. Journal of the Serbian Chemical Society, 83(1), 121-137. https://doi.org/10.2298/JSC161222065O

• Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227. http://dx.doi.org/10.1002/sce.3730660207

• Prasetyo, Z. K. (2010). Contribution of science learning in educating and the students for increasing national competitiveness. National Seminar on Science and Science Education.

• Pusat Pengembangan Profesi Pendidik. (2012). Natural science module: Materials and its changes-learning materials for post-early competency test education and training for classroom teachers. Education and Culture Human Resources Development Agency and Education Quality Assurance (BPSDMPM and PMP) the Ministry of Education and Culture.

• Rohmah, R. S., & Virtayanti, I. A. (2021). Effect of conceptual change text on basic chemistry students’ understanding of acid and base in online learning. AIP Conference Proceedings, 2330, 020002. https://doi.org/10.1063/5.0043141

• Rudibyni, R. B., Perdana, R., & Elisanti, E. (2020). Development of problem-solving-based knowledge assessment instrument in electrochemistry. International Journal of Instruction, 13(4), 957-974. https://doi.org/10.29333/iji.2020.13458a

• Saguni, F. (2019). Penerapan teori konstruktivis dalam pembelajaran [Application of constructivist theory in learning]. Jurnal Paedagogia, 8(2), 19-32.

• Şahin, Ç., & Çepni, S. (2011). Development of the concept cartoon, animation, and diagnostic branched tree supported conceptual change text: “Gas Pressure.” Eurasian Journal of Physics and Chemistry Education, 3(1), 25-33.

• Sapeni, M. A. R., Erika, K. A., & Saleh, A. (2020). Effectiveness of clinical learning methods in improving clinical skills of nursing students: Systematic review. Indonesian Contemporary Nursing Journal, 5(1), 9-20. https://doi.org/10.20956/icon.v5i1.9795

• Sari, F. A., Suseno, N., & Riswanto. (2019). Pengembangan modul fisika online berbasis web pada materi usaha dan energi [Development of web-based online physics modules on work and energy materials]. Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah, 3(2), 129-135. https://doi.org/10.30599/jipfri.v3i2.476

• Setyaningrum, V., & Sopandi, W. (2015). The effect of conceptual change text on students’ understanding of temperature and heat material. In Proceeding of the 2015 Mataram Lombok National Physics Seminar (pp. 1-6). Faculty of Mathematics and Natural Science, University of Mataram.

• Siregar, L. S., Wahyu, W., & Sopandi, W. (2020). Polymer learning design using Read, Answer, Discuss, Explain and Create (RADEC) model based on google classroom to develop student’s mastery of concepts. Journal of Physics: Conference Series, 1469, 012078. https://doi.org/10.1088/1742-6596/1469/1/012078

• Slameto, Sulasmono, B. S., & Wardani, K. W. (2017). Peningkatan kinerja guru melalui pelatihan beserta faktor penentunya [Improving teacher performance through training and its determinants]. Jurnal Pendidikan Ilmu Sosial, 27(2), 38-47. https://doi.org/10.2317/jpis.v27i2.5718

• Sopandi, W., Latip, A., & Sujana, A. (2017). Prospective primary school teachers’ understanding on the states of matter and their changes. Journal of Physics, Conference Series, 812, 1-8. https://doi.org/10.1088/1742-6596/812/1/012075

• Sopandi, W., Pratama, Y. A., & Handayani, H. (2019). Sosialisasi dan workshop implementasi model pembelajaran RADEC bagi guru-guru pendidikan dasar dan menengah [Dissemination and Implementation Workshop of RADEC Learning Models for Primary and Secondary Education Teachers]. Pedagogia: Jurnal Pendidikan, 8(1), 19-34. https://doi.org/10.21070/pedagogia.v8i1.1853

• Subramaniam, K., & Harrell, P.E. (2013). Framing prospective elementary teachers’ conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education, 24(7), 1177-1199. https://doi.org/10.1007/s10972-013-9356-x

• Sukardi, R. R., Sopandi, W., & Riandi, R. (2021). Repackaging RADEC learning model into the online mode in science class. Journal of Physics: Conference Series, 1806, 012142. https://doi.org/10.1088/1742-6596/1806/1/012142

• Sulastri, I., Sulaeman, S., Hakim, U.F.R., Zakirman., Novarisa, G., & Ridwan, M. (2022). The dramaturgy communication of beggars in an Indonesian Market. Pertanika Journal of Social Sciences and Humanities, 30(3), 1299-1317. https://doi.org/10.47836/pjssh.30.3.20

• Syuhendri, S., Andriani, N., & Taufiq, T. (2019). Preliminary development of conceptual change texts regarding misconceptions on basic laws of dynamics. Journal of Physics: Conference Series, 1166(2019), 012013. https://doi.org/10.1088/1742-6596/1166/1/012013

• Syuhendri, S., Sania, L., & Akhsan, H. (2021). Development of teaching materials for conceptual change texts for basic physics topics on kinematics. Jurnal Kumparan Fisika, 4, 43-50. https://doi.org/10.33369/jkf.4.1.43-50

• Syuhendri. (2017). Pengembangan Teks Perubahan Konseptual (TPK) untuk pengajaran perubahan konseptual [Development of Conceptual Change Text (CCT) for teaching conceptual change]. In Prosiding Seminar Nasional Pendidikan IPA 2017 (pp. 682-691). Universitas Sriwijaya.

• Talanquer, V. (2006). Common sense chemistry: A model for understanding students alternative conceptions. Journal of Chemical Education, 83(5), 811-816. https://doi.org/10.1021/ed083p811

• Taştan, Ö., Yalçınkaya, E., & Boz, Y. (2008). Effectiveness of conceptual change text-oriented instruction on students’ understanding of energy in chemical reactions. Journal Science Education Technology, 17, 444-453. http://doi/ 10.1007/s10956-008-9113-7

• Thacker, I., Sinatra, G. M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., & Chevrier, M. (2020). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology, 112(6), 1085-1099. https://doi.org/10.1037/edu0000434

• Thiagrajan, S., Semmel, D. S., & Semmel, M. L. (1974). Instructional development for training teachers of exceptional children. Indiana University.

• Ültay, N., Durukan, Ü. G., & Ültay, E. (2015). Evaluation of the effectiveness of conceptual change texts in the REACT strategy. Chemistry Education Research and Practice, 16(1), 22–38. https://doi.org/10.1039/C4RP00182F

• Utari, S. (2010). Development of lecture programs to equip future teachers in planning physics experiment activities in middle schools [Unpublished dissertation]. Universitas Pendidikan Indonesia.

• Uyghun, M., & Kunt, H. (2014). An analysis of the relationship between prospective teachers’ thinking styles and their attitudes to teaching profession according to various variables. International Electronic Journal of Elementary Education, 6(2), 357-370.

• van Garderen, D., Hanuscin, D., Lee, E. & Kohn, P. (2012), Quest: A collaborative professional development model to meet the needs of diverse learners in K-6 science. Psychology in the Schools, 49(5), 429-443. https://doi.org/10.1002/pits.21611

• Wardani, N. I. K., Sishadiyati., & Fitriyah, Z. (2019). Implementasi e-learning sebagai pendukung proses belajar mengajar bagi Dosen dan Mahasiswa di UPN “Veteran” Jawa Timur [Implementation of e-learning as a supporter of the teaching and learning process for Lecturers and Students at UPN “Veteran” East Java]. Dinamika Administrasi: Jurnal Ilmu Administrasi dan Manajemen, 2(1), 1-11. https://doi.org/10.5281/zenodo.3236244

• Widodo, A., & Nurhayati, L. (2005). Constructivist learning stages: How is science learning in schools? [Paper presentation]. National Science Education Seminar, Bandung, Indonesia.

• Yürük, N., & Eroğlu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on preservice science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693-705. https://doi.org/10.33225/jbse/16.15.693

• Zoller, U., Ben-Chaim, D., & Ron, S. (2000). The disposition toward critical thinking of high school and university science students: An inter–intra Israeli–Italian study. International Journal of Science Education, 22(6), 571-582. https://doi.org/10.1080/095006900289679