GEOMETRY LEARNING BASED ON COGNITIVE CONFLICT IN THE DEPARTMENT OF MATHEMATICS

Abstract

Geometry is one of the compulsory courses for students majoring in mathematics at the State University of Medan. Geometry has a deductive axiomatic character, which is a science whose truth leads to previous truths. Conflict is an action from the existence of a gap that arises and is felt from an information or incident. Cognitive conflict occurs when students become aware of a mismatch between what is on their mind and information from outside. The concept of learning geometry occurs as a result of the information or system received by a person that causes action, interaction and reflection. Thus for action to occur, it is necessary to have contextual problems that challenge as a source of conflict. With cognitive conflict, which results in an awareness of incongruity with prior knowledge, this can spur emotions or motivate students to seek the real truth. This motivation can encourage the integration of efforts to find the real truth as a result of one's rational thinking ability and will be arranged in a cognitive structure and occupy long-term memory. The purpose research is to improvement of students' mathematical reasoning abilities and creative thinking in learning geometry through cognitive conflict approaches in the Mathematics. This type of research is a semi-experimental study with a two-class control and pretest-posttest experimental design. The location of this research is the Department of Mathematics, Universitas Negeri Medan. While the subjects in this research were 35 students in the 2019 F PSPM and 32 PSPM 2019 A classes. The object in this study is a learning geometry based on a cognitive conflict approach.  The research result that the role of cognitive conflict in learning geometry will be able to improve students' rational thinking and emotional intelligence.