Development and Evaluation of a Cognitive Conflict-Based Physics Learning Module in a Blended Learning Model
https://doi.org/10.35877/454RI.asci3766
Keywords:
Cognitive conflict, Blended learning, Learning module, Work and energy concepts, Critical thinking skills
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Abstract
This study developed and evaluated the effectiveness of a cognitive conflict-based physics learning module within a blended learning environment. The module was designed to enhance high school students' critical thinking skills, which are essential for effective problem-solving and decision-making. The research employed the Research and Development (R&D) method with the 4-D model. The module was tested on two experimental classes, and student performance was assessed through a 5-item essay test and analysis of student worksheets. Results showed significant improvement in all aspects of critical thinking, particularly in basic clarification and inference. This improvement is attributed to the cognitive conflict approach, the blended learning model, and the engaging design of the module. The study concludes that this learning module is effective in fostering critical thinking skills and recommends further testing in other materials and contexts, additional module development, and teacher training.
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References
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[33]. Agustinasari, A., Susilawati, E., Yulianci, S., Fiqry, R., & Gunawan, G. (2021, June). The implementation of inquiry by using local potential to improve critical thinking skills in Bima. In Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012078). IOP Publishing.
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[35]. Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components?. Thinking skills and creativity, 27, 114-122.
[36]. Gurcay, D., & Ferah, H. O. (2018). High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs. Journal of Education and training Studies, 6(4), 125-130.
[37]. Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743-751.
[38]. Gunawan, G., Harjono, A., Herayanti, L., & Husein, S. (2019). Problem-based learning approach with supported interactive multimedia in physics course: Its effects on critical thinking disposition. Journal for the Education of Gifted Young Scientists, 7(4), 1075-1089.
[39]. Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students' critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187-199.
[40]. Atef, H., & Medhat, M. (2015). Blended Learning Possibilities in Enhancing Education, Training and Development in Developing Countries: A Case Study in Graphic Design Courses. TEM Journal, 4(4), 358.
[41]. Alsalhi, N. R., Eltahir, M., Dawi, E., Abdelkader, A., & Zyoud, S. (2021). The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University. Electronic Journal of e-Learning, 19(1), 1-17.
[42]. Sivakumar, P., & Selvakumar, S. (2019). Blended learning package: It’s effectiveness on students’ performance and retention in higher secondary physics course. International journal of scientific & technology research, 8(10), 1316-1320.
[43]. Bazelais, P., & Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. Education and Information Technologies, 23(6), 2889-2900.
[2]. Chowdhury, M. (2018). Emphasizing morals, values, ethics, and character education in science education and science teaching. MOJES: Malaysian Online Journal of Educational Sciences, 4(2), 1-16.
[3]. Jailani, J., Sugiman, S., & Apino, E. (2017). Implementing the Problem-Based Learning in Order to Improve the Students HOTS and Characters. Jurnal Riset Pendidikan Matematika 4: 247-259.
[4]. Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking skills and creativity, 33, 100584.
[5]. Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65.
[6]. Lee, Y. J., & Kwon, J. S. (2002). The effects of cognitive conflict on students' conceptual change in physics. Journal of the Korean Association for Science Education, 22(5), 923-943.
[7]. Kim, Y., Bao, L., & Acar, O. (2006, February). Students’ cognitive conflict and conceptual change in a physics by inquiry class. In AIP Conference Proceedings (Vol. 818, No. 1, pp. 117-120). American Institute of Physics.
[8]. Lee, G., & Yi, J. (2013). Where cognitive conflict arises from?: The structure of creating cognitive conflict. International Journal of Science and Mathematics Education, 11, 601-623.
[9]. 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.
[10]. Herayanti, L., Widodo, W., Susantini, E., & le, G. (2020). The effectiveness of blended learning model based on inquiry collaborative tutorial toward students’ problem-solving skills in physics. Journal for the Education of Gifted Young Scientists, 8(3), 959-972.
[11]. Czaplinski, I., & Fielding, A. L. (2020). Developing a contextualised blended learning framework to enhance medical physics student learning and engagement. Physica Medica, 72, 22-29.
[12]. Marnita, M., Taufiq, M., Iskandar, I., & Rahmi, R. (2020). The Effect of Blended Learning Problem-Based Instruction Model on Students’ Critical Thinking Ability in Thermodynamic Course. Jurnal Pendidikan IPA Indonesia, 9(3), 430-438.
[13]. Krasnova, L. A., & Shurygin, V. Y. (2020). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12(1), 38-52.
[14]. Kesuma, G. C., Diani, R., Hasanah, N., & Fujiani, D. (2020, February). Blended Learning Model: Can It Reduce Students’ Misconception In Physics?. In Journal of Physics: Conference Series (Vol. 1467, No. 1, p. 012044). IOP Publishing.
[15]. Thiagarajan, S., Semmel, D. S & Semmel, M. I. (1974). Instructional Development for Training Teachers of Exceptional Children. Minneapolis, Minnesota: Leadership Training Institute/Special Education, University of Minnesota.
[16]. Bergmann, J., & Sams, A. 2012. Flip Your Classroom; Reach Every Student in Every Class Every Day. Washington DC: International Society for Technology in Education.
[17]. 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 7: 89-96.
[18]. Nazir. 2011. Metode Penelitian. Bogor: Ghalia Indonesia.
[19]. Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. University of Illinois, 2(4), 1-8.
[20]. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
[21]. Suana, W., Maharta, N., Nyeneng, I. D., & Wahyuni, S. (2017). Design and implementation of schoology-based blended learning media for basic physics I course. Jurnal Pendidikan IPA Indonesia, 6(1).
[22]. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10, 251-296.
[23]. Teleková, R., & Lukáčiková, R. Š. (2023). The Intellectual Assumptions and Critical Thinking in Preparing a Child for School Education. TEM Journal, 12(2), 721.
[24]. Lusiana, R. (2024). Elementary Teachers’ Noticing of Students’: How to Stimulate Students’ Critical and Creative Thinking. TEM Journal, 13(2), 1319.
[25]. Kannadass, P., Hidayat, R., Siregar, P. S., & Husain, A. P. (2023). Relationship Between Computational and Critical Thinking Towards Modelling Competency Among Pre-Service Mathematics Teachers. TEM Journal, 12(3), 1370.
[26]. Lee, G. H., & Kwon, J. S. (2004). How Does Cognitive Conflict Affect Conceptual Change Process in High School Physics Classrooms?. Journal of The Korean Association For Science Education, 24(1), 1-16.
[27]. Madu, B. C., & Orji, E. (2015). Effects of cognitive conflict instructional strategy on students’ conceptual change in temperature and heat. Sage Open, 5(3), 2158244015594662.
[28]. Mufit, F., Festiyed, F., Fauzan, A., & Lufri, L. (2018, April). Impact of learning model based on cognitive conflict toward student’s conceptual understanding. In IOP Conference Series: Materials Science and Engineering (Vol. 335, No. 1, p. 012072). IOP Publishing.
[29]. Achor, E. E., & Abuh, P. Y. (2020). Utilization of Cognitive Conflict Instructional Strategy and Conceptual Change Pedagogy for Enhancement of Students’ Attention in Physics. International Centre for Science, Humanities and Education Research Journal, 4(3), 1-22.
[30]. Akmam, A., Anshari, R., Amir, H., Jalinus, N., & Amran, A. (2018, April). Influence of learning strategy of cognitive conflict on student misconception in computational physics course. In IOP Conference Series: Materials Science and Engineering (Vol. 335, p. 012074). IOP Publishing.
[31]. Mufit, F., & Fauzan, A. (2023). The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions. Journal of Turkish Science Education, 20(1), 26-49.
[32]. Sari, R., Sumarmi, S., Astina, I., Utomo, D., & Ridhwan, R. (2021). Increasing students critical thinking skills and learning motivation using inquiry mind map. International Journal of Emerging Technologies in Learning (iJET), 16(3), 4-19.
[33]. Agustinasari, A., Susilawati, E., Yulianci, S., Fiqry, R., & Gunawan, G. (2021, June). The implementation of inquiry by using local potential to improve critical thinking skills in Bima. In Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012078). IOP Publishing.
[34]. Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48. doi:10.14254/2071- 8330.2018/11-2/3
[35]. Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components?. Thinking skills and creativity, 27, 114-122.
[36]. Gurcay, D., & Ferah, H. O. (2018). High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs. Journal of Education and training Studies, 6(4), 125-130.
[37]. Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743-751.
[38]. Gunawan, G., Harjono, A., Herayanti, L., & Husein, S. (2019). Problem-based learning approach with supported interactive multimedia in physics course: Its effects on critical thinking disposition. Journal for the Education of Gifted Young Scientists, 7(4), 1075-1089.
[39]. Ramdani, A., Jufri, A. W., Gunawan, G., Fahrurrozi, M., & Yustiqvar, M. (2021). Analysis of students' critical thinking skills in terms of gender using science teaching materials based on the 5E learning cycle integrated with local wisdom. Jurnal Pendidikan IPA Indonesia, 10(2), 187-199.
[40]. Atef, H., & Medhat, M. (2015). Blended Learning Possibilities in Enhancing Education, Training and Development in Developing Countries: A Case Study in Graphic Design Courses. TEM Journal, 4(4), 358.
[41]. Alsalhi, N. R., Eltahir, M., Dawi, E., Abdelkader, A., & Zyoud, S. (2021). The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University. Electronic Journal of e-Learning, 19(1), 1-17.
[42]. Sivakumar, P., & Selvakumar, S. (2019). Blended learning package: It’s effectiveness on students’ performance and retention in higher secondary physics course. International journal of scientific & technology research, 8(10), 1316-1320.
[43]. Bazelais, P., & Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. Education and Information Technologies, 23(6), 2889-2900.
Published
2024-12-31
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How to Cite
Gunawan, G., Kosim, K., Larasafitri, M. N., & Herayanti, L. (2024). Development and Evaluation of a Cognitive Conflict-Based Physics Learning Module in a Blended Learning Model. Journal of Applied Science, Engineering, Technology, and Education, 6(2), 179-189. https://doi.org/10.35877/454RI.asci3766
Copyright (c) 2024 G. Gunawan, K. Kosim, Martina Nur Larasafitri, Lovy Herayanti (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
