Cognitive conflict strategy to the improvement of students’lateral mathematical thinking ability

Susilawati, Wati; Karyadinata, Rahayu; Sugilar, Hamdan

doi:10.1088/1742-6596/1175/1/012174

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…Meanwhile, new knowledge can be sourced from the intervention of educational institutions, both of which can lead to cognitive conflict (Faizah, 2020). In conditions of cognitive conflict, students are faced with three choices, namely (a) maintaining their original intuition; (b) revising some of their intuition through the process of assimilation; and (c) changing their intuitive view and accommodating new knowledge (Jufri, 2013;Juwantara, 2019;Susilawati et al, 2019). Thus, teaching does not transmit knowledge but facilitates and mediates so that the process of negotiating meaning leads to conceptual change.…”

Section: ) the Model Of Problem-based Instructionmentioning

confidence: 99%

Student-based Learning in The Perspective of Constructivism Theory and Maieutics Method

Fatimah¹

2022

IJSSHR

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Maieutic is a Socrates midwifery method that helps deliver babies from their mother’s wombs. This education method provides a position to students as subjects who explore their potential by interacting with the outside environment to gain knowledge. Constructivism is a learning theory about knowledge that outcomes from human construction. These methods and theories are essential in education to produce quality human resources. In line with the government’s freedom of learning policy, this study aims to determine the constructivism theory and Maeiutica method applied in the learning process. Students realize their potential and are oriented to determine their future. The method used in this qualitative research is the library research method through the study of references related to the theme of the problem to obtain a comprehensive understanding of the research with the quality output of human resources. Based on the analysis of this research that the constructivism theory and the Maieutica Method can shape students as learning subjects and determine the creation of quality human resources.

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Section: ) the Model Of Problem-based Instructionmentioning

confidence: 99%

Student-based Learning in The Perspective of Constructivism Theory and Maieutics Method

Fatimah¹

2022

IJSSHR

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“…Empirically the application of lateral thinking skills in high school students has not been adapted in the school curriculum, even though in fact lateral thinking skills provide a different point of view in producing innovative solutions to a mathematical problem [5]. The low ability to think creatively in solving math problems is a trigger that lateral thinking skills must be immediately socialized to students at school [5]. The demands of teachers in schools that lateral thinking skills must be immediately included in the school curriculum [4].…”

Section: Introductionmentioning

confidence: 99%

“…The demands of teachers in schools that lateral thinking skills must be immediately included in the school curriculum [4]. Thus, cognitively, students' lateral thinking abilities whose quality is still low need attention to be adapted into the curriculum [5].…”

Section: Introductionmentioning

confidence: 99%

Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

Susilawati,

Yaniawati

2024

KSS

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Online learning during the Covid-19 pandemic was very interesting to observe because learning can be done anytime and anywhere. However, Covid-19 has an impact on the learning process in schools and students’ thinking abilities. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking skills between students who received challenge-based learning through sparkol videoscribe and those learning through WhatsApp. The research method used was a quasi-experimental, non-equivalent control group design. The sample was randomly selected from four parallel high school classes in the city of Bandung, namely class X 1 who learned through videoscribe sparkol and class X 3 who studied via WhatsApp. The instrument used is a test of mathematical lateral thinking ability and a test of prior mathematical knowledge. Data analysis was done using two-way ANOVA. Findings: A difference was observed in the achievement of mathematical lateral thinking skills between students who carry out learning through sparkol videoscribe better than those learning through WhatsApp based on prior knowledge of mathematics in the smart, medium, and low categories. Challenge-based learning sparkol videoscribe makes it easier for students to understand the material, the construction process, interaction, and reflection, thereby increasing the ability to think mathematically, laterally. Keywords: lateral thinking ability, challenge-based learning, sparkot videoscibe

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“…As a way to come up with new ideas, Indonesian students are expected to have good lateral thinking skills. Many studies have been conducted in Indonesia, mostly on lateral thinking processes, levels of lateral thinking, and how to improve lateral thinking (Herman & others, 2019;Julita, 2019;Srikongchan et al, 2021;Susilawati et al, 2019). The results of some of these studies concluded that students' lateral thinking skills were still low, students were not familiar with lateral thinking questions.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies related to increasing students' lateral thinking skills concluded that the application of cognitive conflict learning strategies (Susilawati et al, 2019), reciprocal teaching strategies (Priatna, 2018), and Problem Based Learning (Mustofa & Hidayah, 2020) able to improve students' lateral thinking skills. However, from these studies, no one has focused on seeing the thinking barriers experienced by students.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Lateral Thinking Obstacles in Solving Geometric Problems Based on Brain Dominance

Shodiq

Juniati

Susanah

2022

AJPM

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Creative thinking was characterized by the emergence of new ideas which was an important skill for students. Lateral thinking was one way to grow new ideas. Generally, related research was carried out to see the thinking process and its level only with the results of the majority of low levels (especially in geometry problems), so further research was needed to find out what were the obstacles. This study aims to find mathematical lateral thinking barriers based on brain dominance. This research was a qualitative research with a case study approach. The instruments were a brain dominance test, creativity questions, and geometry questions for lateral thinking. Triangulation of data collection techniques was carried out To ensure data validity. Obtained two main subjects LCS and RCS. Analysis of subjects' answers, interview and observations transcripts were carried out by coding the inhibiting factors then analyzed by Toulmin's arguments analysis. We findings that left-brain dominant student experience ontogenic barriers in finding something new caused bounded by concepts and right-brain dominant student experience epistemological barriers in finding different ways cause bounded by context. Further research was needed with students who have high mathematical abilities and creativity to find out how to overcome lateral thinking obstacles.

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Cognitive conflict strategy to the improvement of students’lateral mathematical thinking ability

Cited by 6 publications

References 2 publications

Student-based Learning in The Perspective of Constructivism Theory and Maieutics Method

Student-based Learning in The Perspective of Constructivism Theory and Maieutics Method

Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

Mathematical Lateral Thinking Obstacles in Solving Geometric Problems Based on Brain Dominance

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