Abstract
An important aspect of learning outcomes at all levels of education is cognitive learning outcomes, and to achieve optimal cognitive learning outcomes, multi-method intervention is needed. This study aims to determine the effect of using cognitive conflict strategies on students' cognitive learning outcomes. Experimental research with one group pretest-posttest design was conducted in this study. A total of thirty-five students as the research sample, sample came from one of the high schools in West Lombok, West Nusa Tenggara. Cognitive conflict strategies are conducted in the material of continuous straight motion and uniformly changing straight motion. Measurement of cognitive learning outcomes using a test instrument (essay test) as many as six test items that accommodate cognitive level 1 (C1) to 6 (C6) and these are given to students as pretest and posttest. Descriptively, the results showed that cognitive learning outcomes increased after learning using cognitive conflict strategies (mean: 3. 4803) significantly (p: 0.000) with an n-gain of 0.74 in the high category. These results imply that cognitive conflict strategies are effective for improving students' cognitive learning outcomes
Highlights
Learning outcomes are the most important part of learning
This study aims to determine the effect of using cognitive conflict strategies on students' cognitive learning outcomes
Cognitive conflict strategies are conducted in the material of continuous straight motion and uniformly changing straight motion
Summary
Learning outcomes are the abilities that students have after receiving their learning experiences (Harris & Clayton, 2019). Learning outcomes can be seen through evaluation activities that aim to obtain evidence data that will show the level of students' abilities in achieving learning objectives (Zlatkin-Troitschanskaia, et al, 2016). Student learning outcomes are essentially changes covering the cognitive, affective, and psychomotor fields that are oriented to the teaching and learning process experienced by students (Ni, et al, 2018). The national education system and formulation of educational objectives, both curricular and instructional goals generally use Bloom's classification of learning outcomes which broadly divides them into three domains, cognitive, affective, and psychomotor domains (Muzyk et al, 2018). The cognitive domain is concerned with intellectual learning outcomes which consist of six levels, namely: knowledge (C1) understanding (C2), application (C3), analysis (C4), synthesis (C5), and evaluation (C6) (Bloom, 1956)
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