The Role of Cognitive Conflict Approach to Improving Critical Thinking Skills and Conceptual Understanding in Mechanical Waves

Makhrus, Muh.; Hidayatullah, Zul

doi:10.30998/formatif.v11i1.8142

Cited by 4 publications

(8 citation statements)

References 11 publications

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“…In addition, cognitive conflict strategies can train students' communication and social skills, reduce misconceptions, and enhance their mathematical problem-solving skills (Parwati & Suharta, 2020). The cognitive conflict approach also enhances students' critical thinking skills and conceptual understanding (Makhrus & Hidayatullah, 2021). The statement is in line with the opinion of Sadia (2014) that the cognitive conflict model changes students' misconceptions into scientific concepts.…”

Section: Introductionsupporting

confidence: 55%

Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics

Mufit

Asrizal

Puspitasari

et al. 2022

JPII

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Students find it challenging to understand motion concept or mechanics in physics learning and often experience misconceptions. There is also a lack of teaching materials that promote conceptual understanding. This study aims to produce a valid, practical, and effective e-book based on cognitive conflict to enhance conceptual understanding. This research used explanatory sequential mixed methods. The effectiveness test was carried out through an experimental method with a pretest-posttest control group design. Using the cluster random sampling, 61 science students performed as the samples. The research instruments used were interview guides, observation sheets, questionnaires, and two-level multiple-choice concept tests. The data were analyzed qualitatively and quantitatively using Aiken's V formula, the percentage technique, and the Mann-Whitney hypothesis test. This study produced an e-book according to the four syntaxes of the cognitive conflict-based learning model (CCBL). Real experiment video analysis was integrated into the third syntax. The e-book is valid in content, construct, language, and graphics, with an average of 0.83 in the high category. This e-book is practical in terms of user convenience, attractiveness, and benefits, with an average of 79.6 in the strong category. This e-book is effective, with a significant effect of 0.001 0.05 on conceptual understanding and misconceptions. We concluded that the cognitive conflict-based e-book with real experiment video analysis integration is valid, practical, and effective in enhancing students' conceptual understanding of motion kinematics.

show abstract

Section: Introductionsupporting

confidence: 55%

Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics

Mufit

Asrizal

Puspitasari

et al. 2022

JPII

View full text Add to dashboard Cite

show abstract

“…Critical thinking is one of the four skills students must have in facing the 21st century (Markhus & Hidayatullah, 2021;Nawawi, 2017). Critical thinking ability is not an innate ability but an ability that must be trained from an early age.…”

Section: Discussionmentioning

confidence: 99%

“…The students' conceptual understanding and critical thinking since junior high school are the biggest challenges for teachers in educating students because science material in junior high schools greatly determines students' knowledge for the next level (Makhrus et al, 2018;Markhus & Hidayatullah, 2021). The critical thinking ability of each student will also be different from one another.…”

Section: Discussionmentioning

confidence: 99%

“…The critical thinking ability of each student will also be different from one another. Therefore, continuous practice is needed through practicum activities (Fakhriyah, 2014;Markhus & Hidayatullah, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…If students already have these two important factors in themselves, then the ability or student learning outcomes also have a big influence (Tanti et al, 2020). Critical thinking skills are useful in decisionmaking, education, and everyday problemsolving (Carvalho et al, 2015;Chen et al, 2021;Dewi et al, 2017;Markhus & Hidayatullah, 2021;Sutiani et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Gender analysis in measurement materials: Critical thinking ability and science processing skills

2022

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This study aims to determine whether there is a relationship and difference between science process skills and students' critical thinking skills based on gender. This type of research is descriptive quantitative research. The instruments used observation sheets and essay test questions. The sampling technique used was purposive sampling with samples of 90 students. The data analysis technique used by the researcher was descriptive statistics of Pearson Correlation and ANOVA tests. The results obtained were that the science process skills of students at SMPN 2 Batanghari were classified as good and dominated by female students with a percentage of 80.4%. Critical thinking skills were dominated by female students with a percentage of 32.6% (very critical). Then, there was a significant relationship between science process skills and students' critical thinking skills. Then, in the ANOVA test, male and female students' p-values of science process skills and critical thinking skills were less than 0.05. Therefore, there was a difference between the scientific process and the critical thinking skills of female and male students. This research is expected to contribute to schools and further research to improve learning methods that support critical thinking and science process skills.

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A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

Supnoon,

Chonchaiya

2024

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The main objective of this research is to understand the development of the critical thinking skills and self-efficacy of eleventh grade students at a girls’ school in Bangkok by using classrooms implemented with active learning pedagogy through gamification on the topic of elementary counting principles. The study uses a mixed method pre-experiment research design, which also acquires in-depth data from interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data was analyzed using descriptive statistics, including mean, percentage, and standard deviation. A t-test was chosen as the inferential statistic for data analysis. The results indicated that students’ critical thinking skills were improved (Sig. (1-tailed) 0.011 < 0.025), while self-efficacy remained unchanged (Sig. (2-tailed) 0.148 > 0.050). The in-depth data from the interviews suggests that the students’ self-efficacy did not develop because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward critical thinking and self-efficacy, the use of this combined approach in schools and universities is recommended to promote the competencies needed in the 21st century. We also suggest further management of stressful academic environments, which will benefit both students and teachers. Furthermore, to obtain more practical data, a more specific context of self-efficacy and critical thinking skills could be used.

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The Role of Cognitive Conflict Approach to Improving Critical Thinking Skills and Conceptual Understanding in Mechanical Waves

Cited by 4 publications

References 11 publications

Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics

Cognitive Conflict-Based E-Book with Real Experiment Video Analysis Integration to Enhance Conceptual Understanding of Motion Kinematics

Gender analysis in measurement materials: Critical thinking ability and science processing skills

A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

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