Cognitive conflict strategies in video-based learning enhance students conceptual change

Abstract

Cognitive conflict is one of the important factors in conceptual change process of student learning. It is effective to create more meaningful knowledge, exciting learning process, improving performance and correcting student's misconception. Apart from that, video-based learning environments also can help to stimulate students' interest towards learning. Due to the beneficial implications, cognitive conflict can be considered to be implemented in the video to foster student constructing or restoring a correct framework for their own knowledge. Therefore, the aim of this research was to develop a video for learning Information Technology Applications & Communications subject based on the Cognitive Conflict Strategies. The video was developed using the ADDIE Instructional Design model as a guideline. A group of 18 students was assigned to use the video and then were asked whether the video is able to stimulate their interest towards learning. The video was also being test on students' perception on its effectiveness based on cognitive conflict strategy for reducing students' misconception. Data were analyzed and presented in the form of radar graph. Overall, the results of this study indicate a positive outcome. Further research must be carried out so that the video that had been developed based on cognitive conflict strategy can truly help students in mastering the concepts learned in Information Technology Applications & Communications subject.