Mutiara Nursandi, Zulfah, Kasman Edi Putra

Analisis Konflik Commognitive Dalam Collaborative Problem Solving

Introduction

Analisis konflik commognitive dalam collaborative problem solving. Analisis konflik commognitive dalam pemecahan masalah kolaboratif siswa SMA berkemampuan tinggi, sedang & rendah. Konflik minim pada siswa tinggi, namun dominan pada siswa rendah akibat faktor internal.

Abstract

This study aims to analyze commognitive conflict in collaborative problem solving in high, medium, and low category subjects. The type of research used in this study is descriptive qualitative research. The place where this research was conducted was at SMA Negeri 1 Kuok. The subjects in this study were students of class XI IPA SMA Negeri 1 Kuok, consisting of six students with a purposive sampling technique. The data analysis techniques used in this study were data reduction, data presentation, and conclusions/verification. After the data was analyzed, the data was validated using triangulation techniques, namely by comparing the results of students' diagnostic test answers to test questions and interview results with the subjects. From the results of the analysis that had been carried out, it was found that commognitive conflict in collaborative problem solving in high ability subjects was minimal. While in ability subjects, commognitive conflict in collaborative problem solving occurred, but not in all commognitive indicators. However, in low category subjects, commognitive conflict occurred in almost all indicators. Factors that cause commognitive conflict in collaborative problem solving are due to internal factors such as the subject not being used to reading questions, the subject does not understand the contents of the question, the subject does not know the formula or solution strategy in solving the question, is not careful in working on the question, etc.

Review

This study investigates commognitive conflict within collaborative problem-solving contexts, categorizing subjects by their ability levels (high, medium, and low). The paper employs a descriptive qualitative research approach, drawing its data from six students at SMA Negeri 1 Kuok using purposive sampling. The central finding indicates a clear relationship between student ability and the prevalence of commognitive conflict: minimal conflict was observed in high-ability subjects, some conflict in medium-ability subjects (though not across all indicators), and widespread conflict in low-ability subjects. This nuanced analysis of conflict occurrence is a valuable contribution to understanding the dynamics of collaborative learning and problem-solving. Methodologically, the study utilizes standard qualitative data analysis techniques, including data reduction, presentation, and conclusion/verification. Crucially, the abstract mentions data validation through triangulation, comparing diagnostic test results with interview data, which strengthens the trustworthiness of the findings. The identification of internal factors such as lack of familiarity with question types, comprehension issues, absence of strategic knowledge, and carelessness as causes for commognitive conflict provides practical insights for educators. The specific focus on "commognitive conflict" offers a theoretical lens that moves beyond general disagreements to examine conflicts in reasoning and communication practices. While the abstract provides a solid overview of the study's design and key findings, a full manuscript would benefit from a more detailed exposition of the "commognitive indicators" used to identify and categorize conflict. Given the qualitative nature and the sample size of six students, the generalizability of these findings should be discussed transparently, acknowledging that they offer in-depth insights into specific cases rather than broad statistical conclusions. Overall, this study presents a compelling analysis of commognitive conflict, offering significant implications for pedagogical strategies aimed at fostering more effective collaborative learning, particularly for students struggling with problem-solving.

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