Characteristics of Students’ Cognitive Conflict in Solving a Problem Based on Information Processing Theory
Keywords:
education; mathematics; primary school students; cognitive processes; learning processesAbstract
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.
https://doi.org/10.26803/ijlter.18.2.6
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