Efek Penggunaan Strategi Konflik Kognitif terhadap Hasil Belajar Kognitif Siswa

Ni Nyoman Sri Putu Verawati, Gusti Afifah

Abstract


This study aims to determine the effect of using the conflict cognitive strategies on students' cognitive learning achievements. This research is an experimental study using one group pretest-posttest design. The research sample was 35 students of class X MIPA 7 at SMAN 2 Mataram. The conflict cognitive strategies are conditioned in research on the subject matter of Regular Straight Motion and Regular Changed Straight Motion. Measurement of cognitive learning outcomes using test instruments and given to students as pretest and posttest. The test instrument was previously validated by 2 (two) validators on the content and construct aspects. The validation results show that the test instrument has been declared valid on the content and construct aspects with a validity (Va) level of 4.12 and 4.00. The results showed that students' cognitive learning achievements improved after learning using the conflict cognitive strategies (mean of 3.49) significant (p <0.05). These results are also supported by the results of n-gain analysis of cognitive learning achievements of students after learning with a value of 0.74 with a high category so that it is declared effective to improve students' cognitive learning achievements.

Keywords


cognitive learning achievements, conflict cognitive strategies

Full Text:

PDF

References


Anderson, L. W., & Krathwohl, D. R. (2001). A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc.

Arikunto, S. (1995). Dasar-dasar evaluasi pendidikan. Yogyakarta: Bumi Aksara

Chandrasegaran, A. L., Treagust, D. F., & Waldrip, B. G. (2009). Students dilemmas in reaction stoichiometry problem solving: Deducing the limiting reagent in chemical reaction. Chemistry Education Research and Practice, (10), 14-23.

Chinn, C. A. (1993). The role of anomalous data in theory change: A cognitive analysis. The Proceedings of the Third International Seminar on Misconception and Educational Strategy in Science and Mathematics. Ithaca.

Costa, A. L. (1985). Developing minds: A resource book for teaching thinking (3rd Ed). Retrieved from ERIC. (ED262968).

Dahar, R.W. (1989). Teori-teori belajar. Jakarta: P2LPTK.

Dreyfus. (1990). Educational experience and cognitive development. Educational Psychologist Journal, 12(2), 179-197.

Effendy. (2002). Upaya untuk mengatasi kesalahan konsep dalam pengajaran dengan menggunakan strategi konflik kognitif. Media Komunikasi Kimia, 2(6), 1-19.

Ernest, P. (1991). The philosophy of mathematics education. London: Routledge Falmer.

Foster, C. (2011). A slippery slope: Resolving cognitive conflict in mechanics. Teaching Mathematics and Its Applications, 30, 216-221.

Hake. (1999). Analyzing change/gain scores. Retrieved from http://www.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf.

Hewson, D. W., & Hewson, M. G. (1984). The Role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13.

Hughes, A. G., & Hughes, E. G. (2012). Learning and teaching: Pengantar psikologi pembelajaran modern. Bandung: Penerbit Nuansa.

Kang, S., Scharmann, L. C., & Noh, T. (2004). Reexamining the role of cognitive conflict in science concept learning. Research in Science Education, 34, 71-96.

Kwon, J & Lee, G. (2001). What do you know about students cognitive conflict: A theoritical model of cognitive conflict process. Proseeding of 2001 AETS Annual Meeting, Costa Mesa, CA, 309-325.

Lee, G., Kwon, J., Park, S., Kim, J., Kwon, H., & Park, H. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40(6), 585-603.

Nur, M. (1999). Teori Belajar. Surabaya: UNESA University Press

Prayogi, S., Yuanita, L. & Wasis. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Journal of Turkish Science Education, 15(1), 43-56

Prayogi, S., Muhali, Verawati, N. N. S. P., & Asy’ari, M. (2016). Pengembangan model pembelajaran aktif berbasis inkuiri untuk meningkatkan keterampilan berpikir kritis mahasiswa calon guru. Jurnal Pengajaran MIPA, 21(2), 148-153.

Slavin, R.E. (1997). Educational psychology: theory and practice (4th Ed). Massachusetts: Allyn and Bacon Publishers.

Sudjana, N. (2010). Penilaian hasil proses belajar mengajar. Bandung: PT Remaja Rosdakarya.




DOI: https://doi.org/10.33394/j-ps.v6i2.1081

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2018 Ni Nyoman Sri Putu Verawati, Gusti Afifah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) p-ISSN (print) 2338-4530, e-ISSN (online) 2540-7899 is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats