Effects of cognitive conflict and scientific approach on students' alternative conceptions and scientific literacy levels regarding characteristics of mechanical waves

摘要

This research aims to describe students' alternative conceptions and scientific literacy levels in characteristics of mechanical waves after getting cognitive conflict and scientific approach learning. The research method is experimental with two experimental groups and one control group. The experimental group using cognitive conflict approach and control group using scientific approach. The subject of this study 11th science students of SMAN 1 Karanganyar. The instrument used is a four-tier wave diagnostic instrument given at pre-test and post-test. Data analyzed using qualitative and quantitative analysis. Qualitative analysis obtained through classification ofstudents' answer into suitable categories. Quantitative analysis obtained through calculation of Mann Whitney test and N-gain. The result show increasing of students' scientific conceptions and conceptual/ procedural literacy in first experimental group from 0%-50% become 0%-66,7%, in second experimental group from 0%-55,6% become 2,8%-75%, and in control group from 0%-62,5% become 5%-87,5%. Based on Mann Whitney test result can be concluded there is a significant difference between post-test scores of experimental and control groups. Average value of n-gain in the first experimental group is 0,3 with category medium, in the second experimental group is 0,27 with category low, and in control group is 0,44 with category medium. Therefore, both cognitive conflict and scientific approach can increase students' understanding and scientific literacy levels. N-gain scores for the control group is highest means the increase of students' understanding using scientific approach higher than students' understanding using cognitive conflict learning.