Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

2nd International Conference on Mathematics, Science, Education and Technology

数学;自然科学;教育

Akmam, A.^1 ; Anshari, R.^1 ; Amir, H.^1 ; Jalinus, N.^2 ; Amran, A.^3

Physics Department, Faculty of Mathematics and Sciences, Universitas Negeri Padang, Padang

25131, Indonesia^1

Mechanical Engineering Department, Faculty of Engineering, Universitas Negeri Padang, Padang

25131, Indonesia^2

Chemistry Department, Faculty of Mathematics and Sciences, Universitas Negeri Padang, Padang

25131, Indonesia^3

关键词: Computational physics;    Computational Physics course;    Critical thinking;    Experimental research;    Learning strategy;    Mastery learning;    Student learning outcomes;    Student misconceptions;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/335/1/012074/pdf
DOI  :  10.1088/1757-899X/335/1/012074

来源: IOP

【 摘 要 】

Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.