Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

Mufit, Fatni; Festiyed, Festiyed; Fauzan, Ahmad; Lufri, Lufri

doi:10.1088/1757-899x/335/1/012072

Cited by 42 publications

(38 citation statements)

References 3 publications

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“…One of the efforts to overcome this problem is by designing teaching materials based on cognitive conflict. The design of cognitive conflict-based teaching materials is useful for knowing students' initial knowledge before learning begins and for improving conceptual understanding and remediating misconceptions [3]. In addition, this teaching material can increase conceptual understanding which can reduce student misconceptions in conducting experiments.…”

Section: Introductionmentioning

confidence: 99%

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

2021

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Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education

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Section: Introductionmentioning

confidence: 99%

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

2021

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“…These conceptual changes can occur due to mismatches between events that have been experienced with their intellectual expectations (Makrus et al 2015). The phenomenon of misconception occurs at almost all levels of education, namely elementary, junior high school, high school and university levels (Mufit et al 2018). Misconceptions also occur in every field of science learning, such as physics, chemistry, biology, and even mathematics .…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Mufit

Wang

Puspitasari

2020

jpppf

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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.

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“…Untuk mengatasi miskonsepsi, perlu metode dan strategi pembelajaran yang menarik dengan mengaitkan topik dengan peristiwa. Selain itu, sebelum memulai topik baru, guru perlu memberikan semacam tes untuk mengidentifikasi miskonsepsi pada siswa (Mufit, Festiyed, Fauzan, & Lufri, 2018).…”

Section: Tabel 2 Miskonsepsi Siswa Sd Pada Materi Classificationunclassified

Faktor-Faktor Penyebab Miskonsepsi Siswa Sd Pada Materi Life Processes and Living Things

Adi

Oktaviani

2019

PPD

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The misconception is a common problem in the world of science learning. This study aims to reveal the types and causes of primary science misconception in the life processes and living things. Therefore, qualitative case studies were used in this study and the primary school students were subject to this study. The results showed that students who had misconceptions in the concept of living, classification, breathing, and microbe and disease. In addition, the causes of student misconceptions were the students' pre-concepts, humanist thinking, false reasoning, and associative thinking. Based on the findings of this study, it is recommended that learning must promote cognitive conflict to correct the student’s misconceptions.Keywords: misconception, primary science

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Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

Cited by 42 publications

References 3 publications

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Faktor-Faktor Penyebab Miskonsepsi Siswa Sd Pada Materi Life Processes and Living Things

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