Enditiyas Pratiwi, Toto Nusantara, Susiswo Susiswo, Makbul Muksar, Subanji Subanji
The purpose of this study was to describe the characteristics of students’ cognitive conflict in solving problems based on information processing theory. This research was descriptive qualitative, and data were collected through direct observation, semi-structured in-depth interviews, and tests. Tests were in the form of story questions with distance material that had been previously studied by students. Participants in this study were grade 6 elementary school students. Out of 32 sixth-grade students, two were selected as participants in the study. The results of the study show that there are two characteristics of students’ cognitive conflict in solving problems: error—cognitive conflict—equilibrium—solving the problem and error—cognitive conflict—equilibrium—can’t solve the problem. Participants experienced difficulties in accessing information contained in long-term memory, so participants were constrained in connecting the newly received information to their short-term memories. The difficulty in accessing this information resulted in participants’ experiencing cognitive conflict. Information was not directly connected between what had been given and what was already available in the cognitive structure. These results indicate that cognitive conflict occurs during information processing if the information received by sensory memory and transferred to short-term memory cannot be directly linked to information in long-term memory. © 2019 The authors and IJLTER.ORG. All rights reserved.
State University of Malang, Indonesia
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