文章基本信息

标题：Does the Cognitive Activity can Generate Student’s Physics Argumentation Performance Features?
本地全文：下载
作者：Viyanti Viyanti ; Cari Cari ; Zuhdan Kun Prasetyo 等
期刊名称：Jurnal Ilmiah Pendidikan Fisika Al-Biruni
印刷版ISSN：2303-1832
电子版ISSN：2503-023X
出版年度：2020
卷号：9
期号：1
页码：177-183
DOI：10.24042/jipfalbiruni.v9i1.6264
出版社：Institut Agama Islam Negeri Raden Intan Lampung
摘要：A performance feature is a domain-specific to the organization of knowledge. Well-organized knowledge is characterized when students are able to collaborate 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 whethet the cognitive activity from the teacher can generate student’s argumentation performance features or no. This study is a qualitative descriptive study which involved 100 of 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 variety of procedures can generate student’s argumentation performance fetaures.
关键词：Performance argumentation;Cognitive activity;Physics problem