The Influence of Conflict Between Ideas and Discrepant Event on Conceptual Changes in Physics Learning

Abstract

Individuals when faced with a confrontation situation or a new idea that is unusual in everyday life, then in their cognitive structure there will be a conflict so that doubts arise why the existing conception is not appropriate and whether to change the previous conception according to the new situation or idea. This study aims to test the effectiveness of the idea confrontation strategy in physics learning in improving high school students' understanding of the effect of force on the motion of objects. The research method used is a quasi-experimental with a one group pretest-posttest design applied to one group. The research sample was 40 first-grade high school students where the type of confrontation source was generated by two categories, namely conflict between ideas and discrepant events. The conclusion obtained is that the idea confrontation strategy can significantly improve overall student learning outcomes but cannot differentiate between ability groups, can correct students' misconceptions about the effect of force on the motion of objects both based on the target concept and the type of concept, and can encourage changes in student conceptions. Keywords: conflict between ideas, discrepant event, Conceptual Change, Physics Learning.