Identifikasi Tingkat Konflik Kognitif Materi Gelombang Mekanik Melalui Pembelajaran Dengan Pendekatan Konflik Kognitif

Hidayatullah, Zul; Makhrus, Muh.; Gunada, I Wayan

doi:10.20414/konstan.v3i2.10

Cited by 4 publications

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References 4 publications

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“…Cognitive conflict occurs when students experience a discrepancy or a mismatch in their cognitive effects due to anomalous conditions between experience and scientific concepts [16]. Students will try to solve the problem if they realize the conflict or anomalous situation between scientific concepts and preconceptions [17]. In detail, the comparison of students' critical thinking skills is presented according to the following Figure 1.…”

Section: Resultsmentioning

confidence: 99%

Analysis of Critical Thinking Skill Through Conceptual Change Model Learning Assisted with PhET Simulation

Hidayatullah¹,

Wilujeng²,

Munawaroh³

2021

Advances in Social Science, Education and Humanities Research

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The aims of this research were 1) to analyze the level of critical thinking skills of students through learning based on the Conceptual Change Model (CCM) assisted by PhET simulation on momentum and impulse material; 2) to determine the differences in critical thinking skills between students who received learning with CCM assisted by PhET simulations and students who received conventional learning. The type of this research is a quasi-experimental research design with Posttest Control Group Design. The study population was all students of class X MIPA SMAN 1 Ngaglik with the sampling technique using simple random sampling. The research sample was students in class X MIPA 2 which were used as the experimental class and students in class X MIPA 1 as the control class. Critical thinking skills are obtained using multiple-choice tests and description tests. The aspects of critical thinking that are measured are basic clarification, inference, analysis, evaluation, and explanation. The analysis in this study uses descriptive statistics and independent t-test. Statistical test results provide a conclusion that there are differences in students' critical thinking skills in the experimental class with the control class. The critical thinking skills of students in the experimental class are higher than those of students in the control class for aspects of basic clarification, inference, evaluation, and explanation. As for the analysis aspect, the control class students were higher than the experimental class. The Critical thinking skill in the experimental class is good with an average of 68.03 and the control class in the moderate category is 59.22.

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Section: Resultsmentioning

confidence: 99%

Analysis of Critical Thinking Skill Through Conceptual Change Model Learning Assisted with PhET Simulation

Hidayatullah¹,

Wilujeng²,

Munawaroh³

2021

Advances in Social Science, Education and Humanities Research

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“…Perubahan konseptual dapat terjadi apabila siswa mengalami proses berpikir dan menyadari adanya keadaan kontadiksi. Pembelajaran dengan konflik kognitif merupakan salah satu upaya menyadarkan siswa tentang keadaan kontradiksi sehingga dapat merubah konseptual siswa (Hidayatullah et al, 2018b). Keadaan kontradiksi pada konflik kognitif berperan penting terhadap perubahan konseptual siswa (Makhrus et al 2018;Kang et al 2010).…”

Section: Mengatakan Bahwa Halunclassified

“…Pembelajaran dengan konflik kognitif memberikan siswa kesempatan untuk mengungkapkan konsepsi awalnya dan mengkritik konsep yang berbeda dengan konsepsinya, sehingga mampu mengarahkan siswa ke perubahan konseptual yang utuh dan ilmiah (Akmam et al 2018;Rahim et al 2015). Siswa akan berupaya menyelesaikan permasalahan fisika apabila menyadari adanya konflik ataupun situasi anomali antara konsep ilmiah dengan prakonsepsinya (Hidayatullah et al 2018b).…”

Section: Mengatakan Bahwa Halunclassified

“…Hal terpenting dalam proses konflik kognitif adalah menarik perhatian ke keadaan kontradiksi. Konflik kognitif memberikan siswa kesempatan untuk menyampaikan dan mengkritisi konsepsinya, sehingga di akhir pembelajaran siswa dapat memahami konsep dengan baik dan mereduksi miskonsepsinya serta dapat meningkatkan kemampuan berpikirnya (Hidayatullah et al, 2018b).…”

Section: Mengatakan Bahwa Halunclassified

“…Berdasarkan hasil penelitian siswa dengan tingkat konflik lebih tinggi memperlihatkan tingkat perubahan konseptual yang lebih tinggi dari konsepsi yang tidak ilmiah menjadi konsepsi yang ilmiah, sedangkan mereka yang memiliki tingkat konflik yang lebih rendah memperlihatkan peningkatan yang sangat sedikit (Hidayatullah et al 2018b). Zohar dan Aharon-Kravetsky (2005) menemukan bahwa siswa dengan prestasi akademis lebih tinggi mendapatkan manfaat dari pengajaran konflik kognitif.…”

Section: Metodeunclassified

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Identifikasi Miskonsepsi Dan Konflik Kognitif Fisika: Kasus Terkait Perubahan Konseptual

et al. 2020

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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.

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

Wilujeng

Hidayatullah

2021

Momentum: Physics Education Journal

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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.

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Identifikasi Tingkat Konflik Kognitif Materi Gelombang Mekanik Melalui Pembelajaran Dengan Pendekatan Konflik Kognitif

Cited by 4 publications

References 4 publications

Analysis of Critical Thinking Skill Through Conceptual Change Model Learning Assisted with PhET Simulation

Analysis of Critical Thinking Skill Through Conceptual Change Model Learning Assisted with PhET Simulation

Identifikasi Miskonsepsi Dan Konflik Kognitif Fisika: Kasus Terkait Perubahan Konseptual

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

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