Effect of Generative Learning Models Based on Cognitive Conflict on Students’ Creative Thinking Processes Based on Metacognitive

Abstract

Metacognition is influenced the creative thinking process in Computational Physics courses. The Computational Physics is needed in the business and industrial. However, Computational Physics courses are less attractive for students. The challenge in learning Computational Physics is how to help students effectively develop creative and computational thinking skills. Based on the above, the purpose of this study is to determine the effectiveness of the PGOC3ARE learning model to create the students’ creative thinking skills in Computational Physics learning and to determine the effect of using the PGOC3ARE learning model on metacognitive-based creative thinking skills, especially in Computational Physics courses. The research method used was an explanatory sequential design research method. The research sample was taken through simple random sampling, where the sample was divided into an experimental class and a control class. The sampling technique for collecting qualitative data was purposive sampling. Data analysis using comparative test statistics. The result of the research is that the PGOC3ARE model is effective in shaping students’ creative thinking skills, especially in the Computational Physics course. Furthermore, the PGOC3ARE learning model has a significant positive effect on the development of students’ creative thinking skills in the Computational Physics course with base on metacognition.