The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

Mufit, Fatni; Festiyed, Festiyed; Fauzan, Ahmad; Lufri, Lufri

doi:10.36681/tused.2023.003

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…Presentation activities train students to communicate orally and collaborate with group friends in reporting experiment findings. Checking individual understanding in reflection is also carried out through administering students' conceptual understanding tests as feedback to the teacher on student understanding of the learning that has taken place [21,49].…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills

Mufit,

Hendriyani,

Usmeldi

et al. 2023

IJIET

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This research aims to develop cognitive conflict-based interactive multimedia that is valid, practical, and effective in improving students’ 21st-century skills, known as 4C skills. The development used the Plomp model, with 3 stages: preliminary research, prototyping/development phase, and assessment phase. In preliminary research, teacher questionnaires were used to discover school problems. In the development phase, interactive multimedia prototypes were designed as solutions. At this stage, a validity test was also carried out on the prototype through an expert review by 5 validators. Practicality tests were also carried out through one-to-one and small-group evaluations of 12 students. The instrument of validity and practicality sheets was used at this stage. Experimental research carried out the effectiveness test in the assessment phase 2 sample classes comprising 56 high school students. The 4C skill observation sheet instrument (critical thinking, creativity and innovation, collaboration, and communication) was used at this stage. The data were analyzed by percentage techniques, V-Aiken, N-Gain, and Mann-Whitney tests. The preliminary research results obtained some problems, including low 4C skills, teacher-centered dominant learning, and minimal use of electronic learning media. Interactive multimedia prototypes were designed as solutions. The prototype validity test results were obtained with valid categories. The results of the practicality test at the one-to-one stage and the small group stage obtained scores of 99.2 and 99.4, respectively which are in the very practical category. The results of the effectiveness test based on the N-Gain value inform the improvement of critical thinking skills, and creative thinking is in the high category, while communication and collaboration skills are in the moderate category. Based on the Mann-Whitney U test on all four skills, Sig. (2-tailed) < 0.05 was obtained, which showed a significant effect. In conclusion, cognitive conflict-based interactive multimedia can effectively improve students' 4C skills.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills

Mufit,

Hendriyani,

Usmeldi

et al. 2023

IJIET

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“…The actual concept, hydrostatic pressure is not affected by the size of the object, the shape of the vessel, and the volume of the liquid. The concept of static fluid is that the hydrostatic pressure at all points with the same depth is the same, independent of the shape of the container, where if the depth of the object is greater, the greater the hydrostatic pressure (Khotimah et al, 2020;Mufit et al, 2023). In addition, hydrostatic pressure also depends on gravity and the density of the liquid.…”

Section: Discussionmentioning

confidence: 99%

Concept Understanding Level of Junior High School Students on Substance Pressure Material

Kafulillah,

Sartika

2023

JPP

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Low concept understanding on students can cause students to experience difficulties in learning certain materials. To overcome this, it is necessary to identify understanding of the concept in students using the right method. This research aims to analyze the level of students' concept understanding using the five tier test method on substance pressure material. This research uses a quantitative approach with a survey type of research. The subjects in this research were students in 8th and 9th grade totalling 716 students. The sample used was students who had received substance pressure material consisting of 258 students. The instrument used a five tier test. Based on the results of the research, it can be seen that the percentage of understanding of the concept of the students for each indicator and sub concept of substance pressure is 16%, so it can be concluded that the level of understanding of the concept of substance pressure in students using the five-tier test method is included in the low criteria. Future research is expected to develop this research again, so that later it can be used as a reference for teachers in determining the right learning strategy to improve students' understanding of the concept of substance pressure.

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“…This indicates that there is a need for improvements in the learning process and solutions to overcome the occurrence of misconceptions caused by the personal thoughts of students so that misconceptions that occur can be minimized. An alternative solution that can be provided in overcoming misconceptions is the implementation of a cognitive conflict-based learning (CCBL) model [43], [44].…”

Section: The Causes Of Students' Misconceptionsmentioning

confidence: 99%

Students’ conceptual understanding and causes of misconceptions on Newton’s Law

Isra,

Mufit

2023

IJERE

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<span lang="EN-US">The aim of this research is to examine students’ conceptual comprehension and misconception causes on Newton’s Law material with a survey research method. The data collection instruments used five-tier multiple-choice tests and teacher interview guidelines. The sample selected was 259 students from three schools with the school categories of high, medium, and low as well as three physics teachers in these schools. The research results showed that the average misconception in the high, moderate, and low-category schools was, respectively, 19.4%, 20.61%, and 37.82% with the most misconceptions of each school category, on how to describe the force acting on objects, on how to investigate the direction of motion of objects on a particular trajectory, and on how to explain Newton’s Law I and the nature of inertia. Students in low-category schools experienced more misconceptions than medium and high-category school learners. The causes of misconceptions in the three categories of schools mostly came from the personal thoughts of the learners themselves. The implication of this research is that students in all school categories tend to experience misconceptions, mainly due to personal thoughts. Teachers are advised to identify and remediate students’ misconceptions so that they do not hinder their learning progress.</span>

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The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

Cited by 5 publications

References 42 publications

The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills

The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills

Concept Understanding Level of Junior High School Students on Substance Pressure Material

Students’ conceptual understanding and causes of misconceptions on Newton’s Law

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