Need analysis to develop a generative learning model with a cognitive conflict strategy oriented to creative thinking in the Computational Physics course

Abstract

The discovery learning model with the strategy of exploring questions no longer increases students' understanding of Computational Physics, for this reason, a cognitive conflict-based generative learning model is developed. The The purpose of this needs analysis research was to determine the factors and aspects needed for the development of a cognitive conflict-based generative learning model in Computational Physics. This research was surveyed 132 students who have been and are currently attending Computational Physics lectures by using a questionnaire with a valid and reliable Likert Scale. Questionnaires were distributed through google form media for 20 days. The results showed that students needed a challenge given to each new topic to arouse curiosity and needed an assimilation process to build knowledge about Computational Physics. Students feel the need to think creatively to build knowledge of problem solving in Computational Physics. So, changes in strategies and methods as well as learning steps by lecturers are a must. Finally, The factor relationship model that affects the computational physics learning process is f(x) = 0.325X1 +0.224 X2 + 0.152X3. where X1 is attitude towards Computational Physics, X2 is teaching material and learning model, and X3 is learning style and creative thinking.