Implementing learning cycle 5E with a cognitive conflict strategy to reduce misconception on buffer solution topic

Abstract

This research aimed to reduce misconceptions and increase students' comprehension by implementing Learning Cycle 5E with a cognitive conflict strategy on the buffer solution topic. The research applied a quasi-experiment and pretest- posttest control group as the research design. It also took place in SMAN 10 Malang using 2 classes as the samples: XI MIPA 2 and XI MIPA 4. The research data were taken from the pretest and posttest, using the privity analysis, hypothesis test, and misconception degree analysis to analyse the data. As the control class, the research finding of XI MIPA 2 elaborated that there was a misconception degree of 42% and concept comprehension of 48%. Meanwhile, the research findings on XI MIPA 4 as the experimental class showed a misconception degree of 27% and concept comprehension of 65%. The test result of Mann Whitney also showed the difference in learning results on the posttest. The test result of N- gain indicated a score of 37% in the control class and 57% in the experimental class. It revealed that the improvement of learning results in the experimental class is more significant than in the control class. Implementing Learning Cycle 5E with a cognitive conflict strategy can reduce the amount of 30% of misconceptions, while the implementation of Learning Cycle 5E reduces the amount of 11% of misconceptions.