Learning Cycle-6e and Cognitive Conflict Strategies: The Remedial Learning to Overcome Misconceptions

Jurnal Ilmu Pendidikan Pub Date : 2020-08-11 DOI:10.17977/um048v26i1p29-38

Rolisonia Rona Kecima Jeharut, S. Subandi, Habiddin Habiddin

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引用次数: 2

Abstract

Abstract: The purposes of this study were to identify students' misconceptions on acid-base concepts; examine the effectiveness of the Learning Cycle-6E models and cognitive conflict strategies in overcoming students' misconceptions; measure the retention of students' understanding of the concept. A descriptive and pre-experimental design with one group pretest-posttest design was employed in the study. 30 secondary school students from a public school in the province of Nusa Tenggara Timur, Indonesia. A three-tier instrument was applied to reveal students’ misconceptions as well as their scientific understanding. A paired t-test stastical procedure was apllied to uncover the effectiveness of the Learning Cycle-6E and cognitive conflict strategies. The retention of students' conceptual retention was measured in 3 weeks after the intervention (the implementation of Learning Cycle-6E models and cognitive conflict strategies). Several students’ misconception in the topic of acid-base have been uncovered. Also, that Learning Cycle-6E and cognitive conflict strategies are powerful in reducing misconceptions is proven. This paper also highlights that retention of students scientific understanding was also in very good criteria

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学习周期-6e与认知冲突策略:克服误解的补救性学习

摘要:本研究旨在了解学生对酸碱概念的误解;考察学习周期6e模型和认知冲突策略在克服学生误解方面的有效性;衡量学生对概念理解的保留程度。本研究采用描述性和实验前设计，一组前测后测设计。印度尼西亚努沙登加拉帖木儿省一所公立学校的30名中学生。一个三层的工具被用来揭示学生的误解以及他们的科学理解。采用配对t检验统计程序来揭示学习周期6e和认知冲突策略的有效性。在实施学习周期6e模型和认知冲突策略后3周测量学生的概念保留情况。几个学生对酸碱问题的误解已经被揭露。此外，学习周期6e和认知冲突策略在减少误解方面具有强大的作用。本文还强调，学生对科学理解的保留也处于很好的标准中

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Jurnal Ilmu Pendidikan

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审稿时长

10 weeks