Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning
DOI:
https://doi.org/10.21009/1.06213Keywords:
meta-analysis, cognitive conflict, learning of physicsAbstract
Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.
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Yulkifli, Y, Ningrum, MV, & Indrasari, W 2019, ‘The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 155-162.
Asrizal & Ananda A, Khairani 2018b, ‘Effectiveness Of Integrated Science Instructional Material On Pressure In Daily Life Theme to Improve Digital Age Literacy of Students’. IOP Publish. Journal of Physics: Conf. Series, vol. 1006, no. 012031.
Asrizal, A, Amran, A, Ananda, A & Festiyed 2018a, ‘Effectivenes of Adaptation Contextual Learning Model of Integrated Science by Integrating Digital Age Literaracy On Grade VII Student’, IOP Conf. Series: Materials Science and Engineering, vol. 335, no. 012067.
Eveline, E, Suparno, S, Ardiyati, TK, & Dasilva, BE 2019, ‘Development of Interactive Physics Mobile Learning Media for Enhancing Students’ HOTS in Impulse and Momentum with Scaffolding Learning Approach’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 123-132.
Glass, Gene, V, Graw, M & Smith, ML 1981, ‘Meta-analysis in Social Research. Beverly Hills’, CA.: Sage Publications.
Gunawan, G, Setiawan, A & Widyantoro, DH 2013, ‘Model Virtual Labolatory Fisika Modern untuk Meningkatkan Keterampilan Generik Sains Calon Guru’, Jurnal Pendidikan dan Pembelajaran (JPP), vol. 20, no. 1.
Haryadi, R & Pujiastuti, H 2020, ‘The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models’, Jurnal Penelitian & Pengembangan Pendidikan Fisika,vol. 6, no. 1, pp. 81-88.
Hidayatullah, Z, Makrus, M & Gunada, IW 2018, ‘Pengaruh Pendekatan Konflik Kognitif terhadap Hasil Belajar Gelombang Mekanika Peserta Didik MAN 2 Mataram’, Jurnal Ilmiah Profesi Pendidikan, vol. 3, no. 2.
Joyce, B & Weil, M 1980, ‘Models Of Teaching (Second Edition Ed)’, Englewood Cliffs: Nj Prentice-Hal.
Kemendikbud 2013, ‘Peraturan Menteri Pendidikan dan Kebudayaan RI No. 70 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/ Madrasah Aliah Kejuruan’, Jakarta: Kemendikbud.
Long, Z, Luo, D, Kiu, K, Gao, H, Qu, J, & Hu, X 2020, ‘Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification’. Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science, vol. 12164.
Makrus, M, Nur, M & Widodo, W 2015, ‘Model Perubahan Konseptual dengan Pendekatan Konflik Kognitif (MPK-PKK)’, Jurnal Pijar MIPA, vol. 9, no. 1.
Margunayasa, IG 2014, ‘Pengaruh Petunjuk Praktikum IPA Bermuatan Perubahan Konseptual Terhadap Peningkatan Pemahaman Konsep IPA Pada Mahasiswa PGSD’, Jurnal Pendidikan Indonesia, vol. 3, no. 1.
Maulida, EL & Abdullah, AA 2013, ‘Pengaruh Pendekatan Konflik Kognitif dengan Metode Demonstrasi Terhadap Miskonsepsi Siswa Ditinjau Dari Hasil Belajar dalam Pembahasan Pemantulan Cahaya pada Cermin Kelas VIII SMP Buduran Sidoarjo’, Jurnal Inovasi Pendidikan Inovasi, vol. 2, no. 3.
Mayer, T, Haefeli, WE, & Seidling, HM 2015, ‘Different methods, different results—how do available methods link a patient’s anticholinergic load with adverse outcomes?’, Eur J Clin Pharmacol, vol. 71, pp. 1299–1314.
Mufit, F & Asrizal, Hanum, SA & Fadhilah, A 2020, ‘Preliminary Research in the Development of Physics Teaching Materials that Integrate New Literacy and Disaster Literacy’, IOP Conf. Series: Journal of Physics, vol. 1481, no. 012041.
Mufit, F & Fauzan, A 2019, ‘Model Pembelajaran Berbasis Konflik Kognitif (PbKK) Disertai Penerapan untuk Remediasi Miskonsepsi pada Sains dan Matematika’, Malang: CV. IRDH.
Mufit, F 2016, ‘A Study about Understanding the Concept of Force and Attitude towards Learning Physics on First-Year Students in the Course of General Physics; as Preliminary Investigation in Development Research’, Proceeding of SEA-DR 4th Conference.
Mufit, F, Festiyed, A, Fauzan, Lufri 2018, ‘Impact of Learning Model Based on Cognitive Conflict toward Student's Conceptual Understanding’, IOP Conf. Series: Materials Science and Engineering, vol. 335, no. 012072.
Mufit, F, Festiyed, A, Fauzan, Lufri 2019,‘The Application of Real Experiments Video Analysis in the CCBL Model to Remediate the Misconceptions about Motion's Concept’, IOP Conf. Series: Journal of Physics, vol. 1317, no. 012156.
Mujib, A 2018, ‘Konflik Kognitif dalam Pembelajaran Kalkulus II’, Seminar Nasional Hasil, vol. 1, no. 1.
Nasrudin, D, Suhendi, HY, Hamidah, I & Hasanah, L 2016, ‘Model Siklus Belajar 5E Berbasis Konflik Kognitif dengan Metode Eksperimen Pada Materi Suhu dan Kalor Untuk Meningkatkan Penguasaan Konsep Siswa’, Prosiding SNIPS.
NCTM 2000, ‘Principles and Standards for School Mathematics’, Reston, Virginia: The National Council of Teachers of Mathematics, Inc.
Nulhakim, L, Setiawan, FR, & Saefullah, A 2020, ‘Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 6, no. 1, pp. 9-16.
Peraturan Pemerintah No 22 Tahun 2016, ‘tentang Standar Proses Pendidikan Dasar dan Menengah’.
Pratiwi, U & Nanto, D 2019, ‘Students’ Strategic Thinking Ability Enhancement in Applying Scratch for Arduino of Block Programming in Computational Physics Lecture’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 193-202.
Putra, A 2013, ‘Persepsi Mahasiswa tentang Faktor-Faktor yang Menyebabkan Materi Fisika Sulit dan Bagaimana Cara Membuat Fisika Menjadi Lebih Mudah’, Proseding Seminar Nasional Pendidikan MIPA, pp. 186-94.
Sadia, IW 2014, ‘Model-Model Pembelajaran Sains Konstruktivistik’, Yogyakarta: Graha Ilmu.
Setyowati, A, Subali, B & Mosik 2011, ‘Implementasi Pendekatan Konflik Kognitif Dalam Pembelajaran Fisika Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa SMP kelas VIII’, Jurnal Pendidikan Fisika Indonesia, vol. 7, no. 2, pp. 89-96.
Shen, Z, Man, Z, Cao, Z, & Zheng J 2020, ‘A new intelligent pattern classifier based on deep-thinking’, Neural Comput & Applic, vol. 32, pp. 14247–14261.
Sheu, H, Lent, RW, Brown, S, Miller, M, Hennessy, K, & Duffy, RD 2010, ‘Testing the choice model of social cognitive career theory across Holland themes: A meta-analytic path analysis’, Journal of Vocational Behavior, vol. 76, pp. 252–264.
Siswoyo, S 2019, ‘Development of Teacher Guidebook for Photoelectric Effects Instructional Using Predict-Observe-Explain Strategy with PhET Interactive Simulation’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 133-144.
Supliyadi 2017, ‘Penerapan Strategi Konflik Kognitif dalam Pembelajaran Listrik Dinamis’, Jurnal Pendidikan dan Profesi Pendidikan (JP3).
Suyono 2014, ‘Belajar dan Pembelajaran’, Bandung : PT Remaja Rosdarya.
Trumper, R 2016, ‘Appliying Conceptual Conflict Strategies in the Learning of the Energy Concept’, Research of Science & Technology Education, vol. 15, no. 1.
Undang-Undang Nomor 20 Tahun 2003, ‘Tentang Sistem Pendidikan Nasional’.
Wilardjo, L 2009, ‘Secercah Pandangan tentang Pengajaran Sains’, dalam P.J. Suwarno (Eds): Pendidikan Sain yang Humanistis, Yogyakarta: Kanisius.
Yulkifli, Y, Ningrum, MV, & Indrasari, W 2019, ‘The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School’, Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 155-162.
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Published
2020-12-31
How to Cite
Mufit, F., Asrizal, A., & Puspitasari, R. (2020). Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(2), 267–278. https://doi.org/10.21009/1.06213
