The Peer Tutor Model with Cognitive Conflict Strategies in Collaborative Learning Mathematical Problem Solving and Its Effect on Individual Achievement.

  • Rusmini Rusmini Universitas Potensi Utama, Kota Medan, Sumatera Utara,  Indonesia
  • Muhammad Rizky Mazali Universitas Potensi Utama, Kota Medan, Sumatera Utara,  Indonesia
  • Fitrah Sari Wahyuni Harahap Universitas Potensi Utama, Kota Medan, Sumatera Utara,  Indonesia
  • Ermayanti Astuti Universitas Potensi Utama, Kota Medan, Sumatera Utara,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v9i2.891

Abstract

Cognitive conflict is a condition where students encounter new experiences that are not neatly arranged in their cognitive structure. The process of assimilation between old and new concepts in students' cognition. The assimilation process is more effective when done together with peer tutors. The purpose of this study was to see the effect of cognitive conflict on collaborative mathematical problem solving and its effect on individual learning success. Case study research methods, descriptive qualitative and quantitative. Learning is carried out to 28 semester II students collaboratively in solving integral problems. Pretest knowing the initial ability of mathematics, given the problem of integral functions of fractional powers. Given posttest independently. In the learning process students with low initial abilities and difficult to ask questions with peer tutors dare to ask information that has just been received with the help of students with moderate and high initial abilities. Cognitive conflict strategies with peer tutors are very useful. The impact of the experience of peer tutors, posttest results is very significant. This means that the posttest results increased significantly for the material of integral functions of fractional powers and motivation to learn for the better.

Keywords: Peer Tutor Model, Cognitive Conflict Strategies, Problem Solving, Individual

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Published
2024-01-26
How to Cite:
Rusmini, R., Mazali, M. R., Harahap, F. S. W., & Astuti, E. (2024). The Peer Tutor Model with Cognitive Conflict Strategies in Collaborative Learning Mathematical Problem Solving and Its Effect on Individual Achievement. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 719-725. https://doi.org/10.51169/ideguru.v9i2.891
Issue
Vol. 9 No. 2 (2024): Edisi Mei 2024
Section
Research Articles

Copyright (c) 2024 Rusmini Rusmini, Muhammad Rizky Mazali, Fitrah Sari Wahyuni Harahap, Ermayanti Astuti

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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