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

Mufit, Fatni; Wang, Li; Puspitasari, Reni

doi:10.21009/1.06213

Cited by 24 publications

(33 citation statements)

References 16 publications

(16 reference statements)

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“…Based on the results of the validation by some researchers and experts, the design of cognitive conflictbased teaching materials using virtual atomic nuclear material laboratories to maintain the improvement of the understanding concept of students can be declared feasible to be used and tested in class XII physics learning. It is in line with previous research that cognitive conflict learning can remove misconceptions by increasing student activity through experimentation in the learning process [18]. Therefore, researchers recommend using this teaching material in the physics learning process.…”

Section: Fig 10 Appearance Validity Resultssupporting

confidence: 87%

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

2021

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Curiculum.2013 requires.the students to be able to improve.the understanding of a.concepts. But it stil not realizet One of the solutions of this problem is to make physics teaching.materials based on cognitive conflicts on atomic nucleus to improve students’ conceptual understanding. The purpose.of this a research is to produce a valid cognitive conflict-based teaching material design. The type of research is Design / Development Research usingn the Plomp model. However, this research is limited to theaPreliminary.Research and Prototype.Phase. The first step is Preliminary Research by analyzing needs and context by conducting journal analysis and interviews with physics teachers in schools. The second step of the Prototype.Phase is the development stage by making the design of teaching materials, conducting validation by researchers (self evaluation) and experts review. From the results.of.the Preliminary Research stage, it was found that in the atomic nucleus theory there were still many misconceptions, there were no teaching materials that integrated models and there was a lack of guidelines for conducting virtual laboratory. In the Prototype Phase, it was found that the results ofathe design of teaching materials is based on cognitive conflict that were developed had passed the self-validation and experts validation tests with a very valid validity level with an averaga value of 0.87. With the acquisition of this value, the design of physics teaching materials based on cognitive conflict is declaredjfeasible.to be used in the learning processin order to improve the conceptual understandingof the students.

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Section: Fig 10 Appearance Validity Resultssupporting

confidence: 87%

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

2021

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“…An assessment of the construct validity aspect was carried out on eight indicators. (1) Teaching materials are arranged systematically in accordance with the provisions of the 2008 Ministry of National Education, namely titles, learning instructions, competencies to be achieved, supporting information, assignments and assessments, (2) presentation of the activation of preconceptions and misconceptions stages, can reveal students' prior knowledge, (3) The presentation of the cognitive conflict presentation stage can trigger students to think deeply, (4) the presentation of the concept and equation discovery stage has integrated virtual laboratory experiments, (5) The presentation of the reflection stage on teaching materials can reveal the progress of student understanding, (6) the numbering of images presented sequentially, ( 7) the naming of the images is presented appropriately, (8) the presentation of teaching materials made allows interaction between teachers and students. The results of the assessment of the construct validity indicators can be seen in Figure 6:…”

Section: Fig 5 Results Of Content Validitymentioning

confidence: 99%

“…According to Mufit & Fauzan; cognitive conflict-based learning (CCBL) model has four syntax, namely: (1) activation of preconceptions and misconceptions, (2) presentation of cognitive conflict, (3) discovery of concepts and equations, (4) reflection [4]. Each of the stages of cognitive conflict learning has the impact of conceptual changes, from wrong to right [5].…”

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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“…Puspitasari [24] juga menyatakan bahwa pemahaman konsep siswa rendah dan terjadi miskonsepsi pada materi gerak, serta belum tersedia bahan ajar berbasis IT untuk mendukung pembelajaran daring selama pandemi covid19, sehingga perlu dikembangkan e-book berbasis konflik kognitif. Pembelajaran konflik kognitif juga mempunyai pengaruh yang tinggi untuk meningkatkan pemahaman konsep dan meremediasi miskonsepsi siswa SMA [25].…”

Section: B Pembahasanunclassified

Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA

Ilahi¹,

Mufit²,

Hidayati³

et al. 2021

J. Penel. Pemb. Fis.

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Penguasaan konsep dan prinsip fisika merupakan salah satu tujuan pembelajaran fisika dalam kurikulum 2013. Namun, kenyataan menunjukkan pemahaman konsep siswa masih rendah dan terjadi miskonsepsi. Ketersediaan bahan ajar berbasis IT untuk meningkatkan pemahaman konsep siswa juga masih kurang. Permasalahan tersebut diatasi degan mengembangkan multimedia interaktif berbasis konflik kognitif. Penelitian ini bertujuan untuk mendeskripsikan multimedia interaktif yang dapat meningkatkan pemahaman konsep dan meremediasi miskonsepsi serta menguji validitasnya. Berdasarkan hasil penelitian telah didisain multimedia interaktif berbasis konflik kognitif pada materi vektor dengan karakteristik: (1) multimedia disusun sesuai dengan empat sintak model pembelajaran berbasis konflik kongitif yaitu aktivasi prakonsepsi dan miskonsepsi, penyajian konflik kognitif, penemuan konsep dan persamaan, dan refleksi, yang bertujan untuk meningkatkan pamahaman konsep dan meremediasi miskonsepsi peserta didik pada materi vektor; (2) multimedia menggunakan aplikasi powerpoint dan macromedia flash. Hasil validasi multimedia interakif berbasis konflik kognitif pada materi vektor memiliki nilai kevalidan sebesar 0,83 dengan kategori sangat valid dalam hal substansi materi, desain pembelajaran, tampillan komunikasi visual dan penggunaan softwere pendukung.Kata kunci:Mutimedia interaktif, Model Konflik Kognitif, Vektor, miskonsepsi

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

Cited by 24 publications

References 16 publications

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

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

Disain dan Validitas Multimedia Interaktif Berbasis Konflik Kognitif pada Materi Vektor untuk Kelas X SMA/MA

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