Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills
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Akmam Akmam 1 * , Renol Afrizon 2 , Irwan Koto 3 , David Setiawan 4 , Rahmat Hidayat 1 , Fuja Novitra 1
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1 Universitas Negeri Padang, Padang, INDONESIA2 Sultan Idris Education University, Tanjung Malim, MALAYSIA3 Universitas Bengkulu, Bengkulu, INDONESIA4 Universitas Lancang Kuning, Pekanbaru, INDONESIA* Corresponding Author
Abstract
In the complexity of the Fourth Industrial Revolution era, the importance of creative thinking is increasingly emphasized in the context of learning computing and algorithms. These skills are instrumental in inspiring innovative solutions, addressing complex challenges, and fostering the development of advanced technologies that characterize the transformative landscape of Industrial Revolution 4.0. This study aims to determine the effectiveness of the generative learning model based on cognitive conflict in improving the creative thinking skills (CTS) and learning outcomes of students in the computational physics and algorithms & programming courses. This research used mixed methods consisting of pretest-posttest control group design and snowballing technique. The research instruments consist of cognitive tests, psychomotor tests, affective tests, CTS tests, observation questionnaires, and interviews. The research sample consisted of 138 students taking computational physics and algorithms & programming courses. Quantitative data were analyzed using multivariate analysis of variance and qualitative data were analyzed using narrative analysis. The findings indicate that this model effectively improves students’ CTS and learning outcomes. Furthermore, the cognitive conflict aspect encourages students to be creative in analyzing and solving problems. This model has the potential to be used to optimize students’ potential in facing the demands of the fourth industrial revolution.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 9, September 2024, Article No: em2504
https://doi.org/10.29333/ejmste/15026
Publication date: 02 Sep 2024
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Article Downloads: 414
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How to cite this article
APA
Akmam, A., Afrizon, R., Koto, I., Setiawan, D., Hidayat, R., & Novitra, F. (2024). Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2504. https://doi.org/10.29333/ejmste/15026
Vancouver
Akmam A, Afrizon R, Koto I, Setiawan D, Hidayat R, Novitra F. Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills. EURASIA J Math Sci Tech Ed. 2024;20(9):em2504. https://doi.org/10.29333/ejmste/15026
AMA
Akmam A, Afrizon R, Koto I, Setiawan D, Hidayat R, Novitra F. Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills. EURASIA J Math Sci Tech Ed. 2024;20(9), em2504. https://doi.org/10.29333/ejmste/15026
Chicago
Akmam, Akmam, Renol Afrizon, Irwan Koto, David Setiawan, Rahmat Hidayat, and Fuja Novitra. "Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 9 (2024): em2504. https://doi.org/10.29333/ejmste/15026
Harvard
Akmam, A., Afrizon, R., Koto, I., Setiawan, D., Hidayat, R., and Novitra, F. (2024). Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2504. https://doi.org/10.29333/ejmste/15026
MLA
Akmam, Akmam et al. "Integration of cognitive conflict in generative learning model to enhancing students’ creative thinking skills". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 9, 2024, em2504. https://doi.org/10.29333/ejmste/15026