The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task

Andi Fajeriani Wyrasti; Cholis Sa’dijah; Abdur Rahman As’ari; I Made Sulandra

doi:10.12973/iejme/3961

Full Text (PDF)

Andi Fajeriani Wyrasti ¹ ², Cholis Sa’dijah ¹ ^* , Abdur Rahman As’ari ¹, I Made Sulandra ¹

More Detail

¹ Postgraduate School, Universitas Negeri Malang, INDONESIA² Mathematics Education, Universitas Papua, INDONESIA^* Corresponding Author

Abstract

The aim of this study is to investigate the misanalogical construction of undergraduate students in their cognitive conflict in doing a non-routine mathematical task. Qualitative methods were used in this research. Data were collected from 68 seventh semester undergraduate students of Mathematics Education Study Program, Universitas Negeri Malang by assigning them to accomplish the cognitive conflict identification task and interviewing them. It is found that five students have experience the autocognitive conflict. So that we made an indepth interview to these five students to trace the misanalogical construction in their cognitive conflict and found that one of them made the misanalogical construction, and she was Elsa. The investigation result from Elsa shows that she made several misanalogical construstions in her cognitive conflict in solving the task. They are misanalogical construction in set theory, misanalogical construction in fraction, and misanalogical construction in sequence.

Keywords

cognitive conflict
misanalogical construction
misanalogical construction in set theory
misanalogical construction in fraction
misanalogical construction in sequence

License

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

INT ELECT J MATH ED, Volume 14, Issue 1, January 2019, 33-47

https://doi.org/10.12973/iejme/3961

Publication date: 17 Nov 2018

Article Views: 3535

Article Downloads: 2591

Open Access References How to cite this article

References

Akpinar, E., Erol, D., & Aydoǧdu, B. (2009). The role of cognitive conflict in constructivist theory: An implementation aimed at science teachers. Procedia - Social and Behavioral Sciences, 1(1), 2402–2407. https://doi.org/10.1016/j.sbspro.2009.01.421
Aksoy, N. C., & Yazlik, D. O. (2017). Student Errors in Fractions and Possible Causes of These Errors. Journal of Education and Training Studies, 5(11), 219. https://doi.org/10.11114/jets.v5i11.2679
Baser, M. (2006). Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students’ Understanding of Heat and Temperature Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 96–114.
Bingolbali, E., Akkoc, H., Ozmantar, F., & Demir, S. (2011). Pre-Service and In-Service Teachers’ Views of the Sources of Students’ Mathematical Difficulties. International Electronic Journal of Mathematics Education, 8(1), 40–59.
Budiman, Z. B., Halim, L., Meerah, S. M., & Osman, K. (2014). The effects of cognitive conflict management on cognitive development and science achievement. International Journal of Science and Mathematics Education, 12(August 2013), 1169–1195. https://doi.org/10.1007/s10763-013-9460-6
Djasuli, M., Sa’dijah, C., Parta, I. N., & Daniel, T. (2017). Students’ Reflective Abstraction in Solving Number Sequence Problems. International Electronic Journal of Mathematics Education, 12(6), 621–632.
Hasemann, K. (1981). Klaus hasemann on difficulties with fractions. Educational Studies in Mathematics, 12, 71–72.
Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2010). Cognitive Conflict and Situational Interest as Factors Influencing Conceptual Change. International Journal of Environmental and Science Education, 5(4), 383–405. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ908938%5Cnhttp://

www.eric.ed.gov/PDFS/EJ908938.pdf
Kang, S., Scharmann, L. C., & Noh, T. (2004). Reexamining the role of cognitive conflict in science concept learning. Research in Science Education, 34(1), 71–96. https://doi.org/10.1023/B:RISE.0000021001.

77568.b3
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005). The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27(9), 1037–1058. https://doi.org/10.1080/09500690500038553
Kar, T. & Isik, C. (2014). Analysis of Problem Posed by Pre-Service Primary Teachers About Adding Fraction in Termof Semantic Structure. Internationl Society of Educatinal Research., 2(2), 135–146.
Lee, G., & Byun, T. (2012). An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship Between Cognitive Conflict and Responses. Research in Science Education, 42(5), 943–965. https://doi.org/10.1007/s11165-011-9234-5
Lee, G., & Kwon, J. (2001). What Do We Know about Students’ Cognitive Conflict in Science Classroom: A Theoretical Model of Cognitive Conflict Process. Proceedings of 2001 AETS Annual Meeting, 309–325.
Lee, G., & Yi, J. (2013). Where Cognitive Conflict Arises From?: the Structure. International Journal of Science and Mathematics Education, 11(July 2012), 601–623.
Lee, G., Kwon, J., Park, S. S., Kim, J. W., Kwon, H. G., & Park, H. K. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40(6), 585–603. https://doi.org/10.1002/tea.10099
Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learning and Instruction, 11, 357–380.
Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. SAGE Open, 5(3). https://doi.org/10.1177/2158244015594662
Maharani, I. P., & Subanji, S. (2018). Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors. International Electronic Journal of Mathematics Education, 13(2), 67–74.
Ndalichako, J. L. (2013). Analysis of Pupils’ Difficulties in Solving Questions Related to Fractions: The Case of Primary School Leaving Examination in Tanzania. Creative Education, 04(09), 69–73. https://doi.org/10.4236/ce.2013.49B014
Novitasari, N., Lukito, A., & Ekawati, R. (2018). Slow Learner Errors Analysis in Solving Fractions Problems in Inclusive Junior High School Class. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012035
Oh, J. (2011). Using an enhanced conflict map in the classroom (photoelectric effect) based on lakatosian heuristic principle strategies. International Journal of Science and Mathematics Education, 9(5)(November 2009), 1135–1166.
Özmantar, M. F., & Bingölbali, E. (2009). Sınıf Öğretmenleri ve Matematiksel Zorlukları (Primary Teachers and Their Mathematical Difficulties), 8(2), 401–427. Retrieved from http://dergipark.gov.tr/download/article-file/223550
Peled, I., & Awawdy-Shahbari, J. (2009). Journey to the past: Verifying and modifying the conceptual sources of decimal fraction knowledge. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 73–85. https://doi.org/10.1080/14926150902908776
Sela, H. (2008). Coping with Mathematical Contradictions with Peers. In Paper presented at Topic Study Group 18, ICME 11 (pp. 1–9).
Sela, H., & Zaslavsky, O. (2007). Resolving Cognitive Conflict with Peers – Is There a Difference Between Two and Four? Proceedings of the 31 Conference of the International Group for the Psychology of Mathematics Education, 4, 169–176.
Setianingsih, R., Sa’dijah, C., As’ari, A. R., & Muksar, M. (2017). Investigating Fifth- Grade Students’ Construction of Mathematical Knowledge through Classroom Discussion. International Electronic Journal of Mathematics Education, 12(4), 383–396.
Shahbari, J. A., & Peled, I. (2015). Resolving Cognitive Conflict in a Realistic Situation with Modeling Characteristics: Coping with a Changing Reference in Fractions. International Journal of Science and Mathematics Education, 13(4), 891–907. https://doi.org/10.1007/s10763-014-9509-1
Shein, P. P. (2012). Seeing with Two Eyes: A Teacher’s Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors. Journal for Research in Mathematics Education, 43(2), 182. https://doi.org/10.5951/jresematheduc.43.2.0182
Subanji. (2015). Teori Kesalahan Konstruksi Konsep dalam Pemecahan Masalah Matematika. (T. Nusantara, Ed.) (I). Indonesia: Universitas Negeri Malang.
Susilawati, W., Suryadi, D., & Dahlan, J. A. (2017). The Improvement of Mathematical Spatial Visualization Ability of Student through Cognitive Conflict. IEJME — Mathematics Education 2017, Vol. 12, No. 2, 155-166, 12(2), 155–166.
Toka, Y., & Askar, P. (2002). The Effect of Cognitive Conflict and Conceptual Change Text on Students’ Achievement Related to First Degree Equations with One Unknown. Hacettepe Universitesi Egitim Fakultesi Dergisi, 23, 211–217.
Wyrasti, A. F. (2016). Penelusuran Konflik Kognitif Siswa dalam Menyelesaikan Masalah Matematika. In Prosiding Seminar Nasional Pendidik dan Pengembang Pendidikan Indonesia yang Diselenggarakan oleh APPPI, Dinas Pendidikan Kota Batu, dan PGRI Kota Batu pada 21 Mei 2016 di Kota Batu, Jawa Timur (Vol. 1, pp. 73–80).
Wyrasti, A. F., Sa’dijah, C., & Anwar, L. (2016). The Assessment of Students’ Cognitive Conflict by Using Student’s Cognitive Map in Solving Mathematics Problem, (2006), In Proceeding International Conference on Education.72–82. ISBN: 978-602-71836-1-2 http://pasca.um.ac.id/conferences/index.php/

ice/article/view/15
Zazkis, R., & Chernoff, E. (2006). Cognitive Conflict and Its Resolution Via Pivotal/Bridging Example. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 5, 465–472.
Zazkis, R., & Chernoff, E. J. (2008). What makes a counterexample exemplary? Educational Studies in Mathematics, 68(3), 195–208. https://doi.org/10.1007/s10649-007-9110-4
Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 101–110. https://doi.org/10.1007/BF00486624

How to cite this article

APA

Wyrasti, A. F., Sa’dijah, C., As’ari, A. R., & Sulandra, I. M. (2019). The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. International Electronic Journal of Mathematics Education, 14(1), 33-47. https://doi.org/10.12973/iejme/3961

Vancouver

Wyrasti AF, Sa’dijah C, As’ari AR, Sulandra IM. The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. INT ELECT J MATH ED. 2019;14(1):33-47. https://doi.org/10.12973/iejme/3961

AMA

Wyrasti AF, Sa’dijah C, As’ari AR, Sulandra IM. The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. INT ELECT J MATH ED. 2019;14(1), 33-47. https://doi.org/10.12973/iejme/3961

Chicago

Wyrasti, Andi Fajeriani, Cholis Sa’dijah, Abdur Rahman As’ari, and I Made Sulandra. "The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task". International Electronic Journal of Mathematics Education 2019 14 no. 1 (2019): 33-47. https://doi.org/10.12973/iejme/3961

Harvard

Wyrasti, A. F., Sa’dijah, C., As’ari, A. R., and Sulandra, I. M. (2019). The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task. International Electronic Journal of Mathematics Education, 14(1), pp. 33-47. https://doi.org/10.12973/iejme/3961

MLA

Wyrasti, Andi Fajeriani et al. "The Misanalogical Construction of Undergraduate Students in Solving Cognitive Conflict Identification Task". International Electronic Journal of Mathematics Education, vol. 14, no. 1, 2019, pp. 33-47. https://doi.org/10.12973/iejme/3961