Alternative learning model in physics learning: Effect of the conceptual change model with cognitive conflict on critical thinking skill

Abstract

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.

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

“…This finding suggests that a respectful approach towards learners' previous intuitions may be a better strategy for inducing change than creating cognitive conflicts, particularly while working in traditional contexts. Although this is not a novel understanding, it is both theoretically and practically significant given that creating cognitive conflicts is still a common constructivist practice [50,51].…”

STEM education through PhET simulations: An effort to enhance students’ critical thinking skills

“…To collect data on students' critical thinking abilities, a test was developed by the research team through physics materials. The critical thinking skills test incorporates highlevel cognitive processes such as interpretation, analysis, and inference through scientific approaches to solve issues (Lee, 2018;Syawaludin et al, 2019;Wilujeng & Hidayatullah, 2021). Students must compose and state their responses in their terms for critical thinking assessments (Özkan & Özaslan, 2018).…”

“…The results of our pre-test revealed that the students' critical thinking average scores in linear motion material were 68.18, while in Newton's law material, students' critical thinking score was 66.33. Several previous studies have also revealed that critical thinking skills among students in several Indonesian schools are inadequate (Permana et al, 2021;Syawaludin et al, 2019;Wilujeng & Hidayatullah, 2021). The ability to argue, the ability to judge inference, and the ability to make decisions are three indicators of critical thinking that remain low (Syawaludin et al, 2019).…”

Differences in high school students' mathematical representation ability in homogeneous classes: Which is better?

“…The processes carried out by students in exploring phenomena can take various forms, one of which is modeling phenomena in the form of mathematical representations (Romansyah & Taqwa, 2023;Santosa, 2022;Srivani & Murugappan, 2023) The use of representation in learning can be used to improve the quality of learning, minimize student learning obstacles (Masrifah & Amiroh, 2023;Wilujeng & Hidayatullah, 2021), increase understanding, and minimize conceptual errors (Soeharto et al, 2019). The type of representation that can be used is strongly influenlasianced by the student's ability to interpret the phenomenon.…”