The Effectiveness of Cognitive Conflict-Based Learning Model to Remediate Misconception
The phenomena of misconception and the poor conceptual understanding are theproblems frequently occur in science learning. Traditional learning models have not yet hadsignificant impact on the improvement of conceptual understanding and the effort formisconceptions remedies. This study aims to find out the effectiveness of cognitive conflictbasedlearning model in enhancing students’ conceptual understandings and remediating theirmisconceptions. The method used is a quasi-experiment with control group pretest-posttestdesign. The samples consist of three sample classes of the students from department ofphysics. The research instrument is a static fluid concept test with two tier-multiple choice testtype which completed by an open-ended test. The data obtained in the form of the students’conceptual understanding levels which were analyzed by using the technique of percentage.The results show that the cognitive conflict-based learning model is effective in reducingmisconceptions, whereas the traditional learning precisely adds misconceptions. Theimplication of this research is the cognitive conflict-based learning model has smart syntaxes,namely, (1) activation of preconception and misconception, (2) presentation of cognitiveconflict, (3) discovery of concepts and equations, and (4) reflection, which have advantages inremediating misconceptions, besides it can improve the students’ conceptual understanding.