Student Cognitive Activities in Biogeochemical Cycle Learning Using Modeling Example

Abstract

The research aims to get information on student cognitive activities in biogeochemical cycle learning using modeling example. The research method uses a quasi-experiment. Cognitive activities are obtained by recording students’ verbal data during the biogeochemical cycle of learning. Students’ verbal data were analyzed and categorized into types of cognitive activity according to the think-aloud protocols (TAPs) method. Students who learn using modeling examples can bring up cognitive activities in a higher category than students who do not learn using modeling examples. Students’ cognitive activities can be stimulated using modeling examples. Cognitive activities that appear when students learn the biogeochemical cycle are prior knowledge activation (K1), identifying (K2), interpreting symbols (K3), comparing (K4), making hypotheses (K5), inferring knowledge (K6), and elaborating knowledge (K7).