The effectiveness of physics learning tools based on discovery model with cognitive conflict approach toward student’s conceptual mastery

Abstract

The Discovery learning model with the conflict cognitive approach is a teaching model designed to help students develop thinking skills by involving contradictory problems. The combination of the learning model with this approach means that the stages of the discovery learning model are combined with the learning stages of the cognitive conflict approach. This study aims to measure the effectiveness of discovery model learning tools with a cognitive conflict approach to students’ mastery of concepts. The research was a quasi-experiment with one group pretest and posttest. The population of the study was the students of class 10th grade high school in the city of Mataram with a sample of 65 students. Data collection using the test method. The test instrument used was a mastery of the concept in the form of 25 multiple-choice questions. The data collected were analyzed using the N-Gain score. The results showed that the use of discovery model physics learning tools with the cognitive conflict approach was effective to improve students’ conceptual mastery. The highest increase in concept mastery is in the sub-material of business with the highest cognitive level, namely remembering and understanding.