Abstract
The purpose of this study was to apply the Conceptual Change Model (CCM) containing cognitive conflicts and to find out the difference in their effects on students' critical thinking skills. This type of research is a quasi-experimental study with an Only-Posttest design. The sample in this study was 91 students at senior high school in Lombok, Indonesia. The sampling technique used in this research is simple random sampling. Students are divided into three sample groups: experiment class, control 1 class, and control 2. Critical thinking skills are measured based on five aspects: basic clarification, basic decisions, inference, evaluation, and further explanation. The test used to measure critical thinking skills is a description test. The material chosen is motion along a straight line. This research was tested by ANOVA 1 way. The test results show differences in the critical thinking skills of the three sample groups in the motion and straight line material. This shows that CCM containing cognitive conflict can be used as alternative learning to improve critical thinking skills. Subsequent research is carried out for different materials and different areas, but it should be noted that this learning is suitable for materials that experience many misconceptions.
Highlights
Students are not blank white sheets who are ready to accept anything when carrying out learning activities
This study aims to apply a learning instruction-based conceptual change model that contains cognitive conflict on straight motion kinematics to promote students' critical thinking skills
The characteristics of Conceptual Change Model (CCM) learning containing cognitive conflicts are visible in the part of the student worksheets that are arranged according to the CCM syntax containing cognitive conflicts
Summary
Students are not blank white sheets who are ready to accept anything when carrying out learning activities. Students already have preconceptions obtained from experience or previous learning, following constructivism theory that learners form their knowledge based on their experiences and prior knowledge. The impact of technological and scientific developments has made the focus of 21st-century learning emphasize higher-order thinking skills. There are several aspects: the demands and focus of 21st-century learning, commonly called 4C (critical thinking and problem solving, creativity and innovation, communication, & collaboration). One of the expected skills in accordance with 21st-century learning is that students have critical thinking (Fitriani et al, 2019). Critical thinking skills are needed to obtain good problem solving (Walsh et al, 2019)
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