Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.
In recent years, the flipped classroom and STEM learning approach has become one of the interesting studies in Education. Various researches were conducted to determine their impact on learning. This research is a descriptive survey conducted to determine the needs of teachers and students about e-module with the STEM integrated flipped classroom. Data were collected using a questionnaire with 15 respondents who work as physics teachers in Lampung Province and 30 respondents from grade XI students in one of the high schools in Bandar Lampung. Based on the survey results, we concluded that (1) 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and (2) 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.
Accidents on the road are often defined as an incident that was not unexpected due to the fault/negligence of one party that the other party involved in the accident AbstrakKecelakaan di jalan sering diartikan sebagai suatu kejadian yang tidak terduga-duga akibat kesalahan/kelalaian satu pihak sehingga menyebabkan pihak lain terlibat dalam kejadian kecelakaan di jalan raya. Dari pengertian kecelakaan tersebut dapat dianggap bahwa penyebab pertama kejadian kecelakaan sebagian besar adalah oleh pengemudi yang kurang siap ketika berada di jalan dan kondisi lingkungan/cuaca. Hal tersebut ternyata sesuai dengan data yang ada, yaitu faktor penyebab kecelakaan transportasi jalan itu di dominasi oleh faktor manusia sebesar 67%, teknis 22% dan lainnya 11%. Faktor kesalahan manusia tidak tiba-tiba muncul saat tabrakan, tetapi potensial ada dalam perilaku berlalu lintas pengemudi dan awaknya. Beberapa kecelakaan yang merenggut korban jiwa belakangan ini rata-rata diakibatkan hilangnya konsentrasi pengemudi. Direktorat Lalu Lintas Polda Metro Jaya mencatat sebagian besar kecelakaan yang memakan korban jiwa pada Tahun 2015 diakibatkan oleh kelalaian pengemudi, lengah dan kurang konsentrasi. Kondisi lain pada pengemudi yang sering menyebabkan kecelakaan adalah pengemudi mengantuk, mabuk, lelah, tidak terampil, tidak tertib, dan menggunakan telepon seluler saat berkendara. Tujuan penelitian ini adalah untuk menganalisis faktor-faktor yang mempengaruhi konsentrasi pengemudi khususnya bus AKAP, dimana konsentrasi pengemudi menjadi sorotan sebagai penyebab utama kecelakaan. Pengumpulan data dilakukan melalui kuesioner kepada 150 pengemudi bus AKAP di wilayah Jabodetabek. Berdasarkan hasil analisis, faktor dominan yang berpengaruh terhadap konsentrasi, kondisi kendaraan sebesar 31%; kondisi kesehatan pengemudi sebesar 23%; kondisi jalan sebesar 22%; kondisi cuaca sebesar 10%; kondisi/masalah keluarga sebesar 8%; kondisi lingkungan, manajemen perusahaan dan masalah operasional di lapangan sebesar 1%; sedangkan responden yang tidak menjawab ada sebesar 3%. Kata kunci : Pengemudi, kecelakaan, bus http://dx
This research aims to determine the increase in teacher performance by the head of the madrasah as the manager of educational institutions at MAN 1 Bandar Lampung, to find out the implementation of conducting an academic supervision program, to find out monitoring and evaluation in supervising the implementation of teaching, follow-up academic supervision. This type of research uses descriptive qualitative research, which will be explained narratively. Observation, interviews, and documentation were carried out for data collection. The research sample was teachers of all subjects at MAN 1 Bandar Lampung. The results of this study indicate that: Improving teacher performance by the madrasah head uses three aspects of the stages starting from planning, implementing and supervising the strategy carried out by the madrasa head in improving MAN 1 Bandar Lampung and fostering teacher performance, providing motivation, providing supervision, and fostering discipline, implementation in carrying out academic supervision programs, and monitoring teacher performance, and monitoring and evaluation in supervising the implementation of teaching, follow-up academic supervision with increased results seen from the results of questionnaires and direct interviews with informants.
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