Abstract
This study aims to improve conceptual understanding of physics teacher candidates in school physics classes through the application of the generate-an-argument instructional model. Research carried out by using the design of Research and Development which is modified by using a mixed method design. School physics teaching tools developed based on the stages of the generate-an-argument instructional model. The research instrument consisted of a test conceptual understanding, observation sheet and student questionnaire. Subjects were students majoring in physical education at one of the contracting LPTK in Bandung school physics course I semester of odd academic year 2011/2012. The results showed an increase in conceptual understanding in the category of high-grade experimental and control class with the category of being. Activities of lecturer and students in the implementation of the learning accomplished by either category. Students responded very positively to the learning model is developed. Keywords: School Physics Learning, The Generate-an-Argument Instructional Model, Conceptual Understanding