The development of life in the 21st century requires a variety of skills that one must master. Physics learning in schools has a central role in providing 21st-century skills to students. Physics learning is an integrated field that facilitates 21st-century skills and much research is being done in this field. The purpose of this research is to provide a review or general overview related to 21st-century skills-based physics learning research (Communication, Collaboration, Critical Thinking, and Problem Solving, and Creativity and Innovation) in Indonesia. This type of research is a literature study. The articles analyzed are articles published in Sinta-accredited national journals with publication years ranging from 2015-2020 and Scopus indexed international journals, as well as journal research fields focusing on evaluation and learning physics. The number of articles analyzed was 300 articles from national and international journals. From 2015 to 2020, critical thinking skills were the most researched topic with a percentage of 12% and 27% of researchers did not mention the physics topic studied in their research. A lot of learning research, especially physics learning, focuses on a quantitative approach in solving problems in the field of physics education in this case related to 21st-century skills. Most of the 4C skills-based physics learning research uses a relatively small sample of under 100 samples with the majority of the research locations being found mostly focused on Bali-Nusra and Java. The research subjects most frequently researched regarding 21st-century skills are high school level (SMA/SMK/MA).
This study aim to analyze the critical thinking level of mechanical wave in the students of MAN 2 Mataram through Cognitive Conflict Approach. This research is a pre-experimental study with design only pretest-posttest group design. The population in this study is all students of class XI MIA MAN 2 Mataram, amounting to 257 students. Research sampling using purposive sampling technique, so selected XI class MIA 1, XI MIA 2, and XI MIA 4 as an experimental class that will be given treatment in the form of cognitive conflict approach. Data collection of critical thinking ability is done by description test as much as 5 problem and at the learning process obtained through LKPD. The results of hypothesis test analysis using parametric test paired sample t test and show that Ho rejected and Ha accepted, while the level of critical thinking ability included in category is very high for class XI MIA 1 and high category for class XI MIA 2 and XI MIA 4. The conflict cognitive approach applied successfully to increase the critical thinking ability.
IDENTIFICATION OF MISCONCEPTION AND COGNITIVE CONFLICT OF PHYSICS: A CASE RELATED TO CONCEPTUAL CHANGEAbstractMisconceptions still often occur when learning physics. This study aims to identify students' misconceptions and their relationship with cognitive conflict in terms of conceptual change. This research used mixed methods explanatory design methods. The subjects in this study were three students from SahabatQu High School, Yogyakarta. The students studied were categorized into three, namely low, medium, and high ability students. Information related to student abilities is obtained from physics teachers and student learning test results. A conceptual change interview guide, conceptual change observation sheet, cognitive conflict questionnaire, and parabolic motion material misconceptions tests were used as supporting instruments to obtain the desired results in research. The learning process uses a PhET simulation. The results showed that high, medium and low ability students still had misconceptions when learning parabolic motion material. Cognitive conflict in high, medium and low ability students is included in the low and moderate categories with a percentage of 8.33% - 41.67%. All students have not been able to experience the four thought processes so that there are still misconceptions on some topics such as the highest point and the farthest distance based on the projectile motion's elevation angle. AbstrakMiskonsepsi masih sering terjadi pada saat pembelajaran fisika. Tujuan penelitian ini adalah mengidentifikasi miskonsepsi siswa dan hubungannya dengan konflik kognitif ditinjau dari perubahan konseptual. Penelitian ini menggunakan metode mixed methods explanatory design. Subjek pada penelitian ini adalah 3 siswa yang berasal dari SMA Sahabatqu, Yogyakarta. Siswa yang diteliti dikategorikan menjadi 3 yaitu siswa berkemampuan rendah, sedang, dan tinggi. Informasi terkait kemampuan siswa diperoleh dari guru fisika dan hasil tes belajar siswa. Pedoman wawancara perubahan konseptual, lembar observasi perubahan konseptual, angket konflik kognitif, dan tes miskonsepsi materi gerak parabola dijadikan instrumen pendukung untuk mendapatkan hasil yang diinginkan dalam penelitian. Proses pembelajaran menggunakan simulasi PhET. Hasil penelitian menunjukkan bahwa siswa berkemampuan tinggi, sedang, dan rendah masih memiliki miskonsepsi pada saat pembelajaran materi gerak parabola. Konflik kognitif pada siswa berkemampuan sedang dan rendah termasuk dalam kategori rendah dan siswa berkemampuan tinggi termasuk dalam kategori sedang. Seluruh siswa belum mampu mengalami empat proses berpikir sehingga masih menyisakan miskonsepsi pada beberapa submateri seperti titik tertinggi dan jarak terjauh berdasarkan sudut elevasi gerak parabola.
This study aims to determine the effect of the cognitive conflict approach to critical thinking skills and conceptual understanding in mechanical wave material. This type of research is a Pre-experimental research design with One Group Pretest-Posttest Design. The study population was all students of class XI MIA MAN 2 Mataram with a sampling technique using purposive sampling. The research sample was students in all three classes that were used as experimental classes which were given treatment in the form of learning using the cognitive conflict approach. An instrument for critical thinking skills using student worksheet and description test. While the data of conceptual understanding was obtained by a multiple-choice test. Hypothesis testing in this research is a paired t-test and MANOVA test. The results of the hypothesis test give the conclusion that there is an effect of the cognitive conflict approach to critical thinking skills and conceptual understanding in mechanical wave students in MAN 2 Mataram in the three experimental classes.
Penelitian ini bertujuan untuk mengidentifikasi tingkat konflik kognitif yang dialami peseta didik melalui pembelajaran dengan pendekatan konflik kognitif. Penelitian ini termasuk dalam penelitian deskriptif kuantitatif dengan tiga kelas eksperimen. Tingkat konflik kognitif diperoleh melalui intrumen konflik kognitif. Jumlah sampel pada penelitian ini sebanyak 128 peserta didik yang tersebar pada tiga kelas eksprimen. Hasil penelitian didapatkan bahwa rata-rata tingkat konflik kognitif yang dialami peserta didik pada saat pembelajaran yaitu sebesar 60,08%, di mana angka tersebut termasuk dalam kategori tinggi. Persentase peserta didik yang mengalami tingkat konflik kognitif berkategori rendah sebesar 13,28%, konflik kognitif berkategori tinggi sebesar 82,03%, dan berkategori sangat tinggi sebesar 4,69%.
The purpose of this study was to apply the Conceptual Change Model (CCM) containing cognitive conflicts and to find out the difference in their effects on students' critical thinking skills. This type of research is a quasi-experimental study with an Only-Posttest design. The sample in this study was 91 students at senior high school in Lombok, Indonesia. The sampling technique used in this research is simple random sampling. Students are divided into three sample groups: experiment class, control 1 class, and control 2. Critical thinking skills are measured based on five aspects: basic clarification, basic decisions, inference, evaluation, and further explanation. The test used to measure critical thinking skills is a description test. The material chosen is motion along a straight line. This research was tested by ANOVA 1 way. The test results show differences in the critical thinking skills of the three sample groups in the motion and straight line material. This shows that CCM containing cognitive conflict can be used as alternative learning to improve critical thinking skills. Subsequent research is carried out for different materials and different areas, but it should be noted that this learning is suitable for materials that experience many misconceptions.
COVID-19 pandemic has changed the learning system in Indonesia. Learning that is usually carried out face-to-face must be changed to online learning. The fact is online learning is not running as expected. This research aims to describe learning during the COVID-19 pandemic by examining elements of learning targets, analyzing needs, obstacles, and solutions. This type of research is a case study using literature studies in the form of articles and field studies to see the learning process during the pandemic. The subjects in this study were principals, physics teachers, and students spread across four schools in Mataram, West Nusa Tenggara. Data collection was carried out by interview and observation. The results showed that the learning target does not have to match the target achievement of the 2013 curriculum. Learning focuses more on providing experiences to students. During the pandemic, learning obstacles are 1) limited mastery of technology, 2) limited internet access and wasteful data packages, and 3) less interaction. The solution given by several schools is by using video lessons and face-to-face learning using small groups.
Remote learning has reformed the normal tradition of physics instruction in the existence of COVID-19 pandemic. The previous documentation of student’s misconception is mostly discovered in the normal condition of physics instruction. Regarding to the pandemic outbreak is necessary since distance learning routines have absolutely influence the physics education outcomes all over the world. To explore the issues, this quantitative study has descriptively identified students' misconception on projectile motion in the frame of graphic and figural representations. The six items of Busyairi and Zuhdi’s three tier test were administered to the 76 students in a Javanese public high school, Indonesia. Overall, the Arslan, Cigdemolu, & Moseley’s categorical framework classified that the whole participants still congregate in the misconception’s groups on projectile motion. The lack of students’ representation on projectile motion might be magnified by the pandemic restrictions in providing appropriate visualization on projectile concept. Finally, the author suggested that the alternative of online learning during the outbreak have not yet been effectively engaged to promote the physics representation on projectile motion.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.