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Abstract

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.