PENERAPAN STRATEGI PEMBELAJARAN KONFLIK KOGNITIF UNTUK MENURUNKAN MISKONSEPSI SISWA SMP DITINJAU DARI SELF-EFFICACY

Abstract

The initial concept that students have greatly influences the students' success in learning. The number of students who experience misconceptions is a major concern in determining the right learning strategy. One learning strategy that is able to reduce student misconception is a cognitive conflict strategy. In addition to cognitive aspects, there are affective aspects that also affect student success in learning, one of which is self efficacy. The aims of the research is to determine the decrease in student misconceptions after participating in learning with cognitive conflict strategies in terms of self efficacy and to determine the relationship between self efficacy and a decrease in misconceptions after the implementation of cognitive conflict strategies. This research is an experimental study with the design of one group pretest-posttest design. The population were all seventh grade students of SMP in Darul Hikmah with a sample of seventh grade students of SMP Negeri 1 Darul Hikmah, totaling 26 students. The instruments used to obtain the data were diagnostic tests, self efficacy questionnaires and observation sheets. The statistical test used to see a decrease in students 'misconceptions was the t-test and to see the relationship between the decrease in students' misconceptions and self-efficacy the Pearson correlation test was used. The results showed that: 1) There was a decrease in students' misconceptions after the implementation of cognitive conflict strategies; 2) There was a decrease in misconception of students with high self efficacy of 90% and moderate self efficacy of 39.82%, while students with low self efficacy experienced a decrease in misconceptions by 13.89% and there were 1 student with low self efficacy who did not experience a decrease misconception even though learning is applied with cognitive conflict strategies; 3) There is a relationship between self efficacy and a decrease in student misconception after the application of cognitive conflict strategies