Implementasi Strategi Pembelajaran Konflik Kognitif Berbantuan Software Wingeom Dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis

Gusnidar, Gusnidar; Netriwati, Netriwati; Putra, Fredi Ganda

doi:10.25273/jems.v5i2.1988

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…In this study using a cognitive conflict strategy integrated with scientific literacy, where this strategy is able to reduce misconceptions. Learning situations are deliberately created by the teacher, in which situations students experience a discrepancy between the information provided and what they know, and this information shakes their cognitive structure (Gusnidar et al, 2017). The advantages of cognitive conflict strategies include being able to reconstruct the understanding that has been attached to students with the new knowledge they receive so that they can reduce misconceptions (Suyanti, 2010).…”

Section: ▪ Results and Discussionmentioning

confidence: 99%

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2023

JPPK

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Cognitive Conflict Strategies are Integrated with Scientific Literacy in ReducingChemical Misconceptions. Problems with students misconceptions about hydrolysis material still occur frequently, including at Nurul Hayyah High School. Based on the pre test data, the percentage of misconceptions was 38,42% in the medium category. If misconceptions are not immediately reduced, students will have difficulty accepting the next material. One learning strategy that can reduce misconceptions is a cognitive conflict strategy that is integrated with scientific literacy. The implementation of learning with cognitive conflict strategies integrated with scientific literacy took place over two meetings. This research is a quantitative research type of pre-experiment model one group pre test-post test design. This research aims to determine the effectiveness of an integrated cognitive conflict strategy with scientific literacy in reducing misconceptions about hydrolysis material. The research was conducted at Nurul Hayyah Brebes High School with a research sample of class XI MIPA 2. The students misconceptions and interpretation of questionnaire results. The results showed that cognitive conflict strategy integrated with scientific literacy were effective in reducing students misconceptions about hydrolysis material. This was marked by a decrease in the percentage of students misconceptions to 13,68% in the low category. In addition, the effectiveness of the scientific literacy integrated cognitive conflict strategy was also indicated by positive responses from students with an average percentage of 78% in the good category.

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Section: ▪ Results and Discussionmentioning

confidence: 99%

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2023

JPPK

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“…The research conducted by Lubis et al, (2019) also states that the guided discovery learning model influences students' problem-solving skills (PSS) in mathematical problems. Gusnidar et al, (2018) research conclude that implementing a cognitive conflict learning approach assisted Wingeom software can improve students' mathematical problem-solving skills (PSS). In addition, through the discovery learning model, students have more intense opportunities to solve the problems (Nurcahyo & Djono, 2018).…”

Section: Figure 2 Comparison Of Problem-solving Skill (Pss)mentioning

confidence: 91%

Profile of Student Problem Solving Skills Using Discovery Learning Model with Cognitive Conflict Approach

Bahtiar¹,

Ibrahim

Maimun³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Instruction that focuses on remembering and understanding domains become one of the factors causing students' low ability on problem-solving skill (PSS) in physics. Discovery learning with a cognitive conflict approach becomes one of the solutions to solve this problem. This research aims at finding students' problem-solving skill improvement through discovery learning using the cognitive conflict approach. This research is a Research and Development. The lesson plan that has been developed was widely tried out in the two classes. Data collection of such improvement used to pretest and posttest result on problem-solving skill. The problem-solving indicators applied in this research refer to Docktor & Heller's indicator (2009), such as problems identification, physics description, and specific application of physics, mathematical procedure, and logical conclusion. Based on the N-gain analysis result, it was found that discovery learning using the cognitive conflict approach can improve students' problem skills. Moreover, the N-gain test result on every sub-material work, energy, work and energy conversion, and conservation of energy laws were included in the moderate and high improvement category. Likewise, every problem-solving skill indicator was included in moderate and high improvement categories.

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“…Beberapa penelitian telah menerapkan konflik kognitif pada beberapa mata pelajaran (Labobar, et al, 2013;Madu & Orji, 2015;Gusnidar, 2017). Strategi konflik kognitif efektif untuk mengurangi kesalahpahaman dan mendukung perubahan konseptual pada konsep kimia asam-basa (Labobar, 2013).…”

Section: Pendahuluanunclassified

“…Pembelajaran konflik kognitif sebagai cara yang dapat merubah konseptual secara signifikan lebih efektif dalam memperbaiki kesalahpahaman dibandingkan dengan pembelajaran fisika biasa (Madu & Orji, 2015). Strategi pembelajaran konflik kognitif berbantuan software wingeom dalam meningkatkan kemampuan pemecahan masalah matematis peserta didik (Gusnidar, 2017).…”

Section: Pendahuluanunclassified

Perbandingan Pembelajaran Strategi Konflik Kognitif Bersetting Pemecahan Masalah dengan Pembelajaran Ekspositori terhadap Hasil Belajar

Jatmiko

2018

indonesian.j.of.mathematics.education

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<p>Penelitian ini merupakan penelitian quasi eksperimen dengan subjek penelitian siswa kelas X SMK Negeri 3 Jember. Penelitian ini bertujuan untuk membandingkan antara strategi konflik kognitif bersetting pemecahan masalah dengan pembelajaran ekspositori terhadap hasil belajar matematika siswa. Penelitian ini menggunakan rancangan kelompok kontrol non ekuivalen dengan melibatkan satu kelas (29 siswa) kelompok eksperimen dan satu kelas (29 siswa) kelompok kontrol. Teknik pengambilan sampel menggunakan <em>purposive sampling</em>. Hasil belajar siswa kemudian dianalisa dengan uji chi-kuadrat untuk uji data normal, uji-F varian terbesar dibanding varian terkecil untuk uji homogenitas, uji-t untuk uji hipotesis yang parametrik, dan uji-U untuk uji hipotesis non-parametrik. Hasil penelitian menunjukkan bahwa hasil belajar siswa kelompok eksperimen lebih baik daripada siswa kelompok kontrol secara signifikan.</p>

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Implementasi Strategi Pembelajaran Konflik Kognitif Berbantuan Software Wingeom Dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis

Cited by 9 publications

References 2 publications

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Profile of Student Problem Solving Skills Using Discovery Learning Model with Cognitive Conflict Approach

Perbandingan Pembelajaran Strategi Konflik Kognitif Bersetting Pemecahan Masalah dengan Pembelajaran Ekspositori terhadap Hasil Belajar

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