APPLICATION OF LEARNING CYCLE MODEL BASED ON COGNITIVE CONFLICT APPROACH TO IMPROVE PHYSICS CONCEPT UNDERSTANDING OF CLASS XI D STUDENTS OF SMA NEGERI 2 SENTAJO RAYA

Abstract

The physics learning process in schools is carried out using conventional learning models which cause many students to be less active in the learning process in the classroom so that the learning process is only teacher-centered, it results in low understanding of the physics concepts of students. Understanding of concepts that tend to be low is influenced by the learning model applied by teachers in the classroom. So it needs a learning model that can be used as an alternative to improve students' concept understanding. This cognitive conflict-based learning cycle model is one of the alternative models because the learning process is no longer teacher-centered but changes to student-centered. This study aims to describe and determine the differences in students' concept understanding before and after applying the learning cycle model based on the cognitive conflict approach. Pre-experimental method, with One Group Pretest Posttest Design. The subjects of this study were students of class XI D SMAN 2 Sentajo Raya totaling 29 students. Data were obtained through pret-test and post-test, a total of 15 objective questions which were analyzed descriptively and inferentially to determine how students' critical thinking skills using the SPSS version 25 application. The results of descriptive analysis obtained the average value of the posttest is greater than the prettest. The results of inferential analysis on the t-test using SPSS version 25 with significant results of 0.000 <0.05, meaning that H_o is rejected. So that the conclusion, understanding the concept of physics students experience a significant difference between before and after being treated. This means that the learning cycle model based on cognitive conflict approach can improve the understanding of physics concepts of students of class XI D SMAN 2 Sentajo Raya.