Viyanti, Viyanti (2020) Does the Cognitive Activity can Generate Student’s Physics Argumentation Performance Features? Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 9 (1). pp. 177-183. ISSN 2303-1832

2020-Al-Biruni (2020) 6264-20829-1-PB.pdf

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A performance feature is a domain-specific to the organization of knowledge. Well-organized knowledge is characterized when students can collaborate with the knowledge features of the physics problem. The knowledge feature can be a cognitive activity where teachers influence students by changing the pattern of knowledge from “defining” to “applying”knowledge. This research aims to analyze whether the cognitive activity from the teacher can generate student’s argumentation performance features or not. This study is a qualitative descriptive study that involved 100 high school students in Bandar Lampung. The data was collected using a research instrument in the form of reasoned multiple choices which has been validated. The results of this study showed that students’ involvement in cognitive activity by following a variety of procedures can generate student’s argumentation performance features.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Pendidikan Fisika
Depositing User: VIYANTI
Date Deposited: 19 Nov 2020 11:30
Last Modified: 19 Nov 2020 11:30

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