Cognitive Conflict-Based Conceptual Change Model on Concept Mastery & Student Self-regulation
(1) Universitas Islam Negeri Raden Intan Lampung
(2) Universitas Islam Negeri Raden Intan Lampung
(3) Universitas Islam Negeri Raden Intan Lampung
(4) Universitas Islam Negeri Raden Intan Lampung
(*) Corresponding Author
Abstract
This study aims to determine the effect of the conceptual change model with a cognitive conflict approach on concept mastery & self-regulation of class X students in biology subjects. The quasi-experimental method with posttest only controls group design. The research population is students of class X Mathematics & Natural Sciences, class X Mathematics & Natural Sciences 1 as the experimental class, & X Mathematics & Natural Sciences 2 as the control class. Data collection techniques with concept mastery tests & self-regulation questionnaires. Data analysis used an independent sample t-test. Based on the results of the study, the average value of mastery of concepts in the experimental class was 71.14, & the control class was 65.52. The average selfregulation in the experimental class was 73.29, in the control class it was 65.91. Independent sample t-test test shows that p-value> 0.05. This means that there is an influence of the conceptual change model with a cognitive conflict approach on concept mastery & self-regulation in class X in biology subjects.
Keywords: conceptual change, conflict cognitive approach, mastery of concepts, self-regulation
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