The The Effectiveness of a Cognitive Conflict-Based Learning Model Integrated with Socioscientific Issues on Students’ Analytical Thinking Skills

Abstract

The low analytical thinking skills of students in science learning remains an issue that requires attention because the learning process tends to be teacher-centered and provides insufficient opportunities for students to construct knowledge through scientific thinking processes. This research aims to analyze the effectiveness of the Cognitive Conflict-Based Learning (CCBL) model integrated with socio-scientific issues on the analytical thinking skills of junior high school students. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of 56 seventh-grade students from SMP Negeri 1 Sambit Ponorogo, selected using the intact group sampling technique. Data were collected through analytical thinking skills tests in the form of pretest and posttest, as well as observation sheets for learning implementation and student activities. Data analysis was conducted using prerequisite tests, independent sample t-test, N-gain, and Cohen's d effect size. The results showed that learning implementation achieved an excellent category with an average of 92%, while student activity was in the highly active category with an average of 91%. The CCBL model integrated with socio-scientific issues proved to be significantly effective in improving students' analytical thinking skills (p < 0.05), with an N-gain value of 56.35% in the experimental class and an effect size of 1.272, which is categorized as large. These findings indicate that the integration of cognitive conflict and socio-scientific issues can serve as an effective science learning alternative to develop students' analytical thinking skills.